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ECE 1 Target/St 10

ECE1-10 Positive Guidance & Collaborative Relationships (Combined)

TermDefinition
Discipline To teach;giving a child consequences, artificial or natural, for their wrong doing
Positive Guidance Always expressing what you WANT the child to do, rather than what you do not want them to do. The goal is Self Discipline.
Self Discipline A child knowing what to do and choosing to do the right thing without prompting;ability to guide your own behavior without help from others (the goal of positive guidance)
Limits Having consistent boundaries for behavior and other expectations.
Positive Reinforcement Immediately giving praise or other encouragement when a child exhibits the desired behavior;a response that awards a particular behavior, making it more likely to be repeated
Redirection Distracting or otherwise refocusing a child's attention to overcome an unwanted behavior;guiding a child who is misbehaving in the right direction
Direct Guidance Becoming physically involved due to danger or other emergent situation.
Indirect guidance Providing direction to children with things like room arrangement, labeling, classroom routines.
Modeling Showing a child what you would like them to do by doing it yourself
Developmentally Appropriate Practice (DAP) The practice of presenting things to children and expecting things of them that are at their present level of development.
Choice When possible, give children options, all of which are acceptable to you.
Consistency Maintaining the same rules and expectations so that children can accurately anticipate outcomes.
Firm Whisper Lowering your voice to correct behavior instead of raising your voice.
"I" Message 3 part message that conveys: 1 the behavior you observed, 2 the tangible effect of the behavior, 3 how it made you feel; an honest description given by a person in order to say how he or she is affected by and feels about certain behavior (3 parts)
"Get On Level" Physically moving so that your eyes and the eyes of the child are at the same level.
Hand Gestures Non verbal cues with hands: i.e. stop talking, sit down, or finished
Keep it Simple State things in the fewest possible words, and in words the child can understand
Preparation/Routines Letting a child know ahead of time what is about to happen or what is expected.
Natural Consequences When choices lead to bad (unintended) outcomes that discourage repeated behavior;punishment that happens without any doing in the situation
Artificial consequences When choices lead to outcomes designed to punish or deter future behavior. (opposite of "natural consequences", which happen unintentionally);a person gives the consequences themselves becuause of a bad behavior
Active listening Responding with a description of what you think another person is feeling and why
Guidance Showing a child what to do instead of what not to do
Aggression Hostile attitude or behavior; threatening behavior or actions
Attachment Disorder Loves it when the caregiver is around but stressful when they leave
Cuing Giving hints or clues to what needs to be done or what activity the child should be engaged in.
Prompting Giving hints to the child about what you want them to do
Sensory deficit Difficulty in a child understanding and processing information as it is received through the senses
Patience Willingness to tolerate a trying and difficult situation
Sensitivity More emotional about some things than others
Differentiate Able to teach in a way that allows learning of various abilities and knowledge levels of students
Popular Family and Consumer sets

 



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