Guidance Tools ECE Guiding Children Behaviors By Kacey

Guidance Tools ECE: Guiding Children Behaviors By: Kacey Soderberg

AC TIV EL IST e. us m o t le ob hem r. e p w t the -up h t lo y w ng o al ntif ollo i v e F t l so ons. Id t 5. n 2 i i d i est wn for e olv h qu l do. Go v o n it e i n w. Co ns 4 b 1 tio o re d t hild ula” olu r. l i ch e c orm rm s che e th g th er f sto tea s in g in e low port e fin Bra f th l A p iv 3. t o Su e “f em por th obl sup pr ith W EN IN G

Offer the child two acceptable choices. The child then must choose one of those choices. This allows the child to feel they have some control over the situation and allows them to succeed because both of the choices are acceptable. EX: do you want to tip toe? or sneak like a mouse? while needing to travel to a quiet place. OFFER CHOICES

f. rt o a p a are fy n e e ildr identi to: hav h T c e s o EN h th able t e area es to c M i h e c d ON in w ren ar provi es, pla ink of s R I a e c ld th ld ENV des the ainr g so cheints shouiding spoars occur i u , h incl welcom vironm climb behav t n e e En ng to onm ds to b ings. place allengi r i v nd en , a ch ee ical ent n surrou e time When ange. s y ir. ph nm ch tiv the enviro ith the me, ac ir own ed to e e i The tively w loud t e of th may n i , t pos t time , a plac nmen quie stigate enviro inve t in the wha

DE BODY LANGUGE & ATTITU having o import pen body la nguage ant. A t Childr a en rec titudes are nd a smiling ognize sincer Attitu e and face is frustr des sh upb at ou allows childr ld be posit ion and irrit eat. i en to feel in ve and enco ability. u vited and ac raging whic cepted h.

IGNO R ING Ignori ng cha lle gainin g the t nging beha e v behav iors. W achers atten iors is done to pre t h not re v inforc en these b ion for perf ehavio ed by ormin ent the chil likely d from t g rs are he tea to sto mistak i p the c g h e n o r r e and th behav erefor d the behav ior. e the child i ior is s mor e

REDIRECTION & DISTRACTION Turning the child’s focus to an acceptable choice that allows them to forget about the mistaken behavior.

MENT CE REINFOR s so tuation appen i s h t i ling w will h ens, y stency. es dea u p q p i a n h h c nx nsi eat te at whe ilds from co h t s To rep n r ild lea hen bu the ch e. Support t im each t

ING ACTIVE P RO B L E M S OLV Allows the c hild to be in volved in solv the problem ing. Supportin g the childr with questio e n ns to allow t hem to use t “five finger h e formula” 1. C ool down 2. Identify the problem 3. B rainstorm solutions 4. Go for it 5. F o llow-up. Wit support of t h he teacher.

NCES me that occurs E U Q E CONS the d outco AL is the expecte or example if l NATUR ce ura ”. F the nat sequen nature ut by “ using to eat, er. ral con A natu interfering b t f child re feel hungry la ot a n s i m r o o r i f ill av en beh e/she w mistak nce is that h ue conseq

LOGICAL CONSEQUENCES Consequences that occur due to the behavior that was performe d. Example if a child out of fr ustration take s the whole bin of blocks a nd dumps them out all over the play rug, th e logical conse quence would be for h im/her to pick them up.

“I” MESSAGES n me e’s ow nts or bla d n o s res oul gme to exp lacing jud xample w I d e s ut p hen n. E are u ages ghts witho in situatio feel sad w s s e Im ed ou : I gs/th son involv o another n i l e e f er yt her p ild sa on ot ng one ch vi be ha ed names. ll am ca