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Chapter 14
Developing Guidance Skills
| Term | Definition |
|---|---|
| displine | Is training that is what early childhood teachers refer to as guidance, a positive form of discipline. |
| guidance | consist of direct and indirect actions used by an adult to help children develop internal controls and appropriate behavior patterns. |
| Pro social behaviors | Are acts of kindness that benefit others. |
| indirect guidance | Involves outside factors that influence behavior. |
| Direct Guidance | Involves nonverbal (physical) and verbal actions. |
| Active Listening | Listening to what a child is saying and then repeating what was just said. |
| Ignoring | Avoiding acknowledgment of negative behavior. |
| I-message | Used to tell a child how you feel about his or her behavior in a respectful manner. |
| logical consequences | Experiences that are deliberately set up by an adult to show what will happen if a limit is violated. |
| modeling | Setting an example for children through all your actions and words. |
| natural consequences | Experiences that follow as a result of behavior not requiring anyone's intervention. |
| redirection | Turning children's attention in another direction. |
| time-out | A guidance technique that involves moving a child away from others fro a short time. |
Created by:
Culbreath
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