Prevention: Indirect Guidance

Page 19

As you read the list of challenges that cause behavior issues in early childhood programs on the previous page, you may have thought of some ways to prevent these things from creating the problems in the first place. It is possible that your solutions involve indirect guidance techniques. Indirect guidance methods are used to prevent behavior issues when developing the physical environment, class rules, and program content. ​ 

Young children are influenced by their environment, the people in it and the physical surroundings. In an early childhood program, children’s behavior is shaped by the physical space, the curriculum and program activities, expectations of the early childhood teachers, and teacher responses to the child’s behavior. ​  

Indirect guidance methods can be divided into four areas. ​

Physical Space
​The physical environment of a classroom provides both cues for appropriate behavior and temptations for inappropriate behavior. A wide open space in a classroom will encourage children to run. A small space with pillows and interesting toys will encourage one or two children to sit down and play with the toys. 
Other suggested indirect guidance strategies for the classroom environment include:

• Create a classroom environment that provides clearly defined areas and learning centers. Allow enough space in the classroom for children to move freely from area to area.
• Learning centers should have adequate space for a limited number of children. Label areas with the number of children allowed in one area and monitor the number of children.
• Label areas and provide children with expectations and instructions on use of learning center materials.
• Provide adequate toys and equipment in each learning area so children are not expected to share.
• Equipment and learning materials should provide a challenge to children. Learning activities that are too difficult can create frustration and cause inappropriate behavior. 
• Activities that are too simple, lead to boredom and encourage the children to find inappropriate ways to use the materials.

Curriculum and Program Schedule
​Children with a consistent daily schedule that offers a variety of interesting and fun activities are less likely to misbehave. Consistency is especially important for younger children who form attachments based on developing trusting relationships with teachers.

• Consistent daily schedules and routines help children transition between activities and routines.
• A curriculum that offers a variety of meaningful activities that appeal to children’s interests and abilities minimize the occurrence of misbehavior by allowing the children to self-select activities. Offer activities that are age appropriate.
• Provide children with the opportunities during the day to choose activities. Meaningful choices encourage self-control.
• Plan and prepare for activities by having materials ready, and enough materials and equipment to prevent wait times. Have additional activities planned for children who finish early.

Expectations
Set clear and reasonable expectations for acceptable behavior. Provide children with specific boundaries and limits on behavior. Establish class rules stated in positive terms that tell children what to do rather than what not to do. For example: Instead of “No running.” Say “Walk in the classroom. Running is for the playground.”

• Explain the reasons for rules and limits. Example: “After you finish playing with blocks, put the blocks back on the shelf so someone does not stumble and fall down. “
• Older children can be included in developing and posting classroom rules. Involving the children in developing rules creates ownership and encourages the children to regulate their own behavior. Posting the rules is a visual reminder. Remember to refer to the classroom rules when talking about behavior and expectations. 

Recognize and Respond to Children’s Positive Behavior
Recognition of children’s positive behavior can be the most effective method for children to learn positive behaviors. Children need teacher’s support, recognition, and acknowledgement for making the decision to act in an appropriate manner. When teachers use praise the child learns there are positive consequences for appropriate behaviors. Use effective encouragement that is specific and positive to provide meaningful feedback and help children develop self-esteem. Effective encouragement is sincere, selective, specific, focused on an individual child or small group of children, and used to acknowledge a specific appropriate behavior.

​Examples of effective praise:​

• Compares each child’s progress with their past performance not on the accomplishments of others. “Jack, you participated in the group game today.”
• Focuses on improvement of process rather than an evaluation of a finished product. “Brian, you really focused on finding the right pieces to make the lego truck.”
• Connects children’s behavior to their feelings of enjoyment or satisfaction or how their behavior affects another person. “Lea, you and Ky had a great time learning to play the new game.”

• Ineffective praise is non-specific, the same statement or acknowledgement is given to all the children. Ineffective praise is discounted by children and may lower a child’s self-confidence, hinder achievement, and make children dependent on external praise.

​  Examples of ineffective praise:

• All of the children receive a sticker for good behavior at the end of the day regardless of behaviors that occurred.
• The teacher uses the same word to acknowledge behavior for example: Awesome or Good Job.
• Use of evaluative statements such as “You are the best helper in the classroom.”

• In the rush of daily activities remembering to recognize children for appropriate behavior may be forgotten as you deal with negative behaviors that impact other children. It is important to keep in mind that over time regular recognition of children engaged in positive behavior has the potential to change the tone and atmosphere of a classroom.

Adapted from: Positive Guidance Techniques by S.K. Adams and J. Baronberg and School Age Connections (2004).

Course Navigation Menu

1. Course Agenda
2. Factors and Influences
3. Environmental Factors
4. Developing Social Behavior
5. Positive Social Characteristics
6. Fostering Positive Social 
7. Social Behavior (1/5)
8. Communication and Interactions  

9. Talking with Children (2/5)
10. Communication Strategies
11. Teaching and Personal Beliefs
12. Personal Beliefs (3/5)
13. Teaching Styles
14. Direct and Indirect Guidance 
15. Defining Guidance Terms
16. Mistaken Behavior 

17. Mistaken Behavior (4/5)
18. Causes of Behavioral Issues
19. Prevention: Indirect Guidance
20. Direct Guidance Techniques
21. End of Course Quiz (5/5)
22. Course Evaluation Form​
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