Philosophy Of Center Guidance
MY GUIDANCE POLICY:
My centre guidance policy is to provide quality care through a safe, secure and nurturing environment. An environment that promotes a sense of belonging and respects diversity (MOH, MCFD, 2008, p#16). My goal is to provide the children with meaningful guidance through competent educators by developing healthy and positive relationships with other adults and peers. The purpose of this guidance is to develop self-control in children along with the freedom of expression.
MY GUIDANCE AND CARING PHILOSOPHY:
My guiding and caring philosophy is based on my belief that every child is different and unique. As an educator, it is my responsibility to provide the required support according to each individual’s needs. Guidance is an …show more content…
ongoing process of directing children’s behaviour to self-control (Crowley, 2017). And I strongly believe that every child is different and unique and growing up they come across different emotions. Sometimes they need to express those emotions and as an educator, it is my responsibility to provide the required support according to each individual’s need. I also intensely believe that there is no fixed rule or strategy for guiding children’s behaviour but there are many factors that help children to learn self-control and avoid the negative behaviour.
One of the important factors is the environment and it plays a key role in diminishing negative behaviours. The environment is sometimes referred to as the “third teacher” (MOH, MCFD, 2008, p#11) and I believe it is my responsibility to create a safe, secure and healthy environment that promotes positive behaviours. Providing children with sufficient space where they can spend their time in activities that are developmentally appropriate, helps them to get involved in productive learning experiences which certainly lessens negative behaviours (MHP, 2003).
The beautiful, organized spaces which are easily accessible to children and provide them with the opportunity to reach materials by themselves whenever they want brings autonomy and confidence and decreases the undesirable behaviour in children. Placement of furniture is another important element that helps us to discourage unwanted behaviours (Room arrangement, 2017). When furniture is positioned in a way that makes the play flow from one centre to another and does not allow children a place to run or move vigorously, it keeps children calm and comfortable. Furthermore, they should be provided with enough time to be outside so they can use that energy in a better way.
For guiding children, it is also very significant to model the expected behaviour in front of children. It is very important for educators to model positive listening and a caring attitude. Children take effect by what they see rather than they are told. Modeling positive, respectful and empathetic attitude develops a shared understanding among children that leads them towards positive behaviours.
It also helps to develop a bond of trust between a child and an educator that encourages children to express themselves freely and helps them to be a confident individual.
This trusted environment also promotes problem-solving skills in children that minimize negative behaviours (Reynolds, 2003).
I also believe in a set but a flexible daily routine for the better outcomes of guiding children. Having the least amount of transitions and making them smooth by giving cues and warnings definitely, helps children to stay calm and possess positive behaviours. Helping children to cope with separation anxiety through consistent staff is another key factor that helps children to behave according to expectations. Early Childhood Educators implement programs and use guidance techniques that take into account the ages of the children and the individual variations in their development. (Code of Ethics, 2008, p#6). As every child is different, the pattern of development also varies and considering these differences before planning for the child is huge. Providing developmentally appropriate experiences which challenged the child ability but does not frustrate him helps children to stay calm and help them to learn with challenges. Similarly, realistic approach is mandatory for example, it is not possible for children to expect them to sit quietly for a long time or to ask them to do activities right after one and other. Both of these situations develop frustration and can raise problems (Essa, …show more content…
2011, p#446). Stating expectations and planning for the day in response to the children’s interests is also very essential and a plays a vital role in guiding children’s behaviour. In addition to the development pattern, diversity in culture and values among different families also plays a huge impact on children’s behaviour. Bringing families into the loop and knowing about the backgrounds of the children in a program is significant for achieving desired behaviours. When educators and families are on the same page for achieving the desired behaviour it helps children to gain self-control with little effort and smoothly.
GUIDANCE STRATEGIES (MHP, 2003):
PREVENTION STRATEGIES: Prevention strategies are the techniques used by parents, adults or caregivers to avoid the negative behaviours or to evade problem before it happens (Essa, 2011 p# 474).
1- Setting Clear, Consistent, & Simple limits (MHP, 2003, p#5):
Setting clear and consistent limits helps children to understand what exactly is expected from them but these limits should only be set for safety reasons, should be few in numbers and according to the child’s ability (MHP, 2003, p#5). Providing a logical reason or explanation along with setting limits helps children to understand that they are valued and are not being forced to do things. It also helps them to accept and implement limits more effortlessly.
For example, “Bikes can be ride only when helmets are on”.
2- Provide choices (MHP, 2003, p#7):
By providing age-appropriate choices, children are helped to make suitable decisions which they sometimes might find difficult to do. Incorporating the practice of giving choices in a program brings independence in children and encourages them to direct their own activities (Kaiser & Raminsky, 2003). Giving appropriate choices is a useful learning experience for the children, which not only helps children to make wise decisions in specific situations but also helps them for the future if they are to come across a similar situation. These choices may be as little as, for example, “Do you want a full or a half-filled glass of water?”
3- Reinforce Appropriate Behaviours With Both Words And Gestures (MHP, 2003, p#8):
Everyone needs appreciation and attention in an appropriate way and it helps children to know that their behaviour is valued. It is important to acknowledge children with both words and gestures as it helps them to build self-confidence and continue to repeat the desired behaviour (MHP, 2003, p#8). For example, if a child cleans up he should be acknowledged inappropriate words like, “Thanks for cleaning up, it makes our room safe” or giving high fives or by showing thumbs up.
4- Ignore Minor Accidents (MHP, 2003, p#8):
Ignoring is intentionally not paying attention in order to stop the undesired behaviour. Children have the right to enjoy their childhood freely and it should be considered that they love to be loud and messy sometimes. Adults must ignore such behaviour when it is not harmful to others or to themselves. (MHP, 2003, p#8). For example, sometimes, if children are singing loudly inside the room, instead of asking them to use inside voices, they should be allowed to do so.
5- Allow time for children to respond to expectations (MHP, 2003, p#7):
Giving some time to children before expecting the desired behaviour shows that adults are not ignorant towards their feelings and they are acknowledged and respected. For some children, transitions are tricky and hard. The most effective way to manage them is to give warnings (Kaiser & Raminsky, 2003, p#156). For example, instead of asking to clean up right away, they should be given some time. For instance, “We will be cleaning in five more minutes”.
INTERVENTION STRATEGIES (MHP, 2003, p#9): The intervention strategies are the techniques used by adults or caregiver when an inappropriate behaviour has occurred. (MHP, 2003).
1- Gains a child’s attention in a respectable way (MHP, 2003, p#9):
Listening and responding to a child on his own level makes children feel important. Adults should approach children by getting down to their eye level and speak with calm and controlled voices (MHP, 2003, p#9). For example, if a child wants to show something instead of looking it standing straight, one should kneel down on his knees comes to a child level and then respond him.
2- Proximity (MHP,2003, p#9):
Proximity is the strategy of simply coming close to a child when he loses control (MHP, 2003, p#9). It is an adult’s responsibility to be around children all the time and keep scanning the room to avoid any negative incidents and behaviours. When an adult comes closer without using any words or actions it makes the child realize that he is being watched all the time and that helps him to stay calm and controlled. For example, if an adult sees a problem in a room he should go closer to a child make an eye contact or just smile so the child knows about his presence.
3- Remind (MHP, 2003, p#10):
Talking about and reminding appropriate behaviours certainly works with children (Essa, 2011). Often, little reminders help children to stay focused and help them to follow rules and routines. For example, before allowing children to play with water table just remind them by saying “Remember, water stays in the water table”.
4- Model problem-solving skills (MHP, 2003, p#11):
Model solving skill is to help children by showing or telling them, what could be the best solution in certain situations. The purpose of guiding children behaviour is to help them learn self-control and to help them to identify and solve their problems when children are unable to do so they can get frustrated. In these type of situations, parents and caregivers can help children by modelling problem-solving skills either by physically or verbally (MHP, 2003. P#11). Adults can also facilitate by listening to them carefully, asking them to find possible ways and by making sure to implement those. For example, if one child is playing with something and other wants it right away one can express, ““H” I know it is frustrating when you need a toy and cannot have, the good idea is to ask “M” if you can have it when he is done using it”.
5- Using natural and logical consequences (MHP, 2003, p#12):
Natural consequences are the involuntary and unpleasant outcomes that can be the result of a child’s choice (Mental health, 2017). For example, if a child refuses to wear boots, gets wet and is uncomfortable so the statement would be, “I can see your socks are wet because you choose not to wear the rain boots”. Logical consequences are imposed by the adults in response to the child’s behaviour (Responsive classroom, 2017). For example, if a child rips a book the statement would be, “Here is the tape help me in fixing it”.
Both natural and logical consequences are helpful to teach how to fix their mistakes and to make wise decisions in the
future.
My centre guidance policy is to provide quality care through a safe, secure and nurturing environment. An environment that promotes a sense of belonging and respects diversity (MOH, MCFD, 2008, p#16). My goal is to provide the children with meaningful guidance through competent educators by developing healthy and positive relationships with other adults and peers. The purpose of this guidance is to develop self-control in children along with the freedom of expression.
MY GUIDANCE AND CARING PHILOSOPHY:
My guiding and caring philosophy is based on my belief that every child is different and unique. As an educator, it is my responsibility to provide the required support according to each individual’s needs. Guidance is an …show more content…
ongoing process of directing children’s behaviour to self-control (Crowley, 2017). And I strongly believe that every child is different and unique and growing up they come across different emotions. Sometimes they need to express those emotions and as an educator, it is my responsibility to provide the required support according to each individual’s need. I also intensely believe that there is no fixed rule or strategy for guiding children’s behaviour but there are many factors that help children to learn self-control and avoid the negative behaviour.
One of the important factors is the environment and it plays a key role in diminishing negative behaviours. The environment is sometimes referred to as the “third teacher” (MOH, MCFD, 2008, p#11) and I believe it is my responsibility to create a safe, secure and healthy environment that promotes positive behaviours. Providing children with sufficient space where they can spend their time in activities that are developmentally appropriate, helps them to get involved in productive learning experiences which certainly lessens negative behaviours (MHP, 2003).
The beautiful, organized spaces which are easily accessible to children and provide them with the opportunity to reach materials by themselves whenever they want brings autonomy and confidence and decreases the undesirable behaviour in children. Placement of furniture is another important element that helps us to discourage unwanted behaviours (Room arrangement, 2017). When furniture is positioned in a way that makes the play flow from one centre to another and does not allow children a place to run or move vigorously, it keeps children calm and comfortable. Furthermore, they should be provided with enough time to be outside so they can use that energy in a better way.
For guiding children, it is also very significant to model the expected behaviour in front of children. It is very important for educators to model positive listening and a caring attitude. Children take effect by what they see rather than they are told. Modeling positive, respectful and empathetic attitude develops a shared understanding among children that leads them towards positive behaviours.
It also helps to develop a bond of trust between a child and an educator that encourages children to express themselves freely and helps them to be a confident individual.
This trusted environment also promotes problem-solving skills in children that minimize negative behaviours (Reynolds, 2003).
I also believe in a set but a flexible daily routine for the better outcomes of guiding children. Having the least amount of transitions and making them smooth by giving cues and warnings definitely, helps children to stay calm and possess positive behaviours. Helping children to cope with separation anxiety through consistent staff is another key factor that helps children to behave according to expectations. Early Childhood Educators implement programs and use guidance techniques that take into account the ages of the children and the individual variations in their development. (Code of Ethics, 2008, p#6). As every child is different, the pattern of development also varies and considering these differences before planning for the child is huge. Providing developmentally appropriate experiences which challenged the child ability but does not frustrate him helps children to stay calm and help them to learn with challenges. Similarly, realistic approach is mandatory for example, it is not possible for children to expect them to sit quietly for a long time or to ask them to do activities right after one and other. Both of these situations develop frustration and can raise problems (Essa, …show more content…
2011, p#446). Stating expectations and planning for the day in response to the children’s interests is also very essential and a plays a vital role in guiding children’s behaviour. In addition to the development pattern, diversity in culture and values among different families also plays a huge impact on children’s behaviour. Bringing families into the loop and knowing about the backgrounds of the children in a program is significant for achieving desired behaviours. When educators and families are on the same page for achieving the desired behaviour it helps children to gain self-control with little effort and smoothly.
GUIDANCE STRATEGIES (MHP, 2003):
PREVENTION STRATEGIES: Prevention strategies are the techniques used by parents, adults or caregivers to avoid the negative behaviours or to evade problem before it happens (Essa, 2011 p# 474).
1- Setting Clear, Consistent, & Simple limits (MHP, 2003, p#5):
Setting clear and consistent limits helps children to understand what exactly is expected from them but these limits should only be set for safety reasons, should be few in numbers and according to the child’s ability (MHP, 2003, p#5). Providing a logical reason or explanation along with setting limits helps children to understand that they are valued and are not being forced to do things. It also helps them to accept and implement limits more effortlessly.
For example, “Bikes can be ride only when helmets are on”.
2- Provide choices (MHP, 2003, p#7):
By providing age-appropriate choices, children are helped to make suitable decisions which they sometimes might find difficult to do. Incorporating the practice of giving choices in a program brings independence in children and encourages them to direct their own activities (Kaiser & Raminsky, 2003). Giving appropriate choices is a useful learning experience for the children, which not only helps children to make wise decisions in specific situations but also helps them for the future if they are to come across a similar situation. These choices may be as little as, for example, “Do you want a full or a half-filled glass of water?”
3- Reinforce Appropriate Behaviours With Both Words And Gestures (MHP, 2003, p#8):
Everyone needs appreciation and attention in an appropriate way and it helps children to know that their behaviour is valued. It is important to acknowledge children with both words and gestures as it helps them to build self-confidence and continue to repeat the desired behaviour (MHP, 2003, p#8). For example, if a child cleans up he should be acknowledged inappropriate words like, “Thanks for cleaning up, it makes our room safe” or giving high fives or by showing thumbs up.
4- Ignore Minor Accidents (MHP, 2003, p#8):
Ignoring is intentionally not paying attention in order to stop the undesired behaviour. Children have the right to enjoy their childhood freely and it should be considered that they love to be loud and messy sometimes. Adults must ignore such behaviour when it is not harmful to others or to themselves. (MHP, 2003, p#8). For example, sometimes, if children are singing loudly inside the room, instead of asking them to use inside voices, they should be allowed to do so.
5- Allow time for children to respond to expectations (MHP, 2003, p#7):
Giving some time to children before expecting the desired behaviour shows that adults are not ignorant towards their feelings and they are acknowledged and respected. For some children, transitions are tricky and hard. The most effective way to manage them is to give warnings (Kaiser & Raminsky, 2003, p#156). For example, instead of asking to clean up right away, they should be given some time. For instance, “We will be cleaning in five more minutes”.
INTERVENTION STRATEGIES (MHP, 2003, p#9): The intervention strategies are the techniques used by adults or caregiver when an inappropriate behaviour has occurred. (MHP, 2003).
1- Gains a child’s attention in a respectable way (MHP, 2003, p#9):
Listening and responding to a child on his own level makes children feel important. Adults should approach children by getting down to their eye level and speak with calm and controlled voices (MHP, 2003, p#9). For example, if a child wants to show something instead of looking it standing straight, one should kneel down on his knees comes to a child level and then respond him.
2- Proximity (MHP,2003, p#9):
Proximity is the strategy of simply coming close to a child when he loses control (MHP, 2003, p#9). It is an adult’s responsibility to be around children all the time and keep scanning the room to avoid any negative incidents and behaviours. When an adult comes closer without using any words or actions it makes the child realize that he is being watched all the time and that helps him to stay calm and controlled. For example, if an adult sees a problem in a room he should go closer to a child make an eye contact or just smile so the child knows about his presence.
3- Remind (MHP, 2003, p#10):
Talking about and reminding appropriate behaviours certainly works with children (Essa, 2011). Often, little reminders help children to stay focused and help them to follow rules and routines. For example, before allowing children to play with water table just remind them by saying “Remember, water stays in the water table”.
4- Model problem-solving skills (MHP, 2003, p#11):
Model solving skill is to help children by showing or telling them, what could be the best solution in certain situations. The purpose of guiding children behaviour is to help them learn self-control and to help them to identify and solve their problems when children are unable to do so they can get frustrated. In these type of situations, parents and caregivers can help children by modelling problem-solving skills either by physically or verbally (MHP, 2003. P#11). Adults can also facilitate by listening to them carefully, asking them to find possible ways and by making sure to implement those. For example, if one child is playing with something and other wants it right away one can express, ““H” I know it is frustrating when you need a toy and cannot have, the good idea is to ask “M” if you can have it when he is done using it”.
5- Using natural and logical consequences (MHP, 2003, p#12):
Natural consequences are the involuntary and unpleasant outcomes that can be the result of a child’s choice (Mental health, 2017). For example, if a child refuses to wear boots, gets wet and is uncomfortable so the statement would be, “I can see your socks are wet because you choose not to wear the rain boots”. Logical consequences are imposed by the adults in response to the child’s behaviour (Responsive classroom, 2017). For example, if a child rips a book the statement would be, “Here is the tape help me in fixing it”.
Both natural and logical consequences are helpful to teach how to fix their mistakes and to make wise decisions in the
future.