Guidance Tools and

Techniques
GUIDING CHILDRENS BEHAVIOR

I messages
I messages are honest, nonjudgmental statements that place no blame on the child but that
state an observation of the behavior and its results. I messages are an adults way of reflecting
back to children how their actions have affected others.

Logical Consequences
Logical consequences are a function of what adults impose. For the adult, this means a
commitment to follow through; consequences, once stated, must be enforced.
3 criteria for using logical consequences:
- It must be related to the childs behavior
- It must be respectful
- It must be reasonable

Natural Consequences
Natural consequences enhance childrens ability to take responsibility for themselves. This
approach lets children experience the natural consequences of their actions. This method
allows adults to define the situations for children without making judgments and lets children
know what to expect. The consequences are a natural result of the child's own actions.

Ignoring Behavior
Ignoring a childs behavior is when an adult chooses not to respond to the child in any way and
may even become occupied elsewhere while the behavior persists. This method is based on the
learning theory that negative reinforcement eventually causes the child to stop the undesirable
behavior.

Reinforcement
Reinforcement is the process in which a behavior is followed by a consequence that is likely to
make the behavior repeated. Positive reinforcement is used to teach new and different
behaviors to a child and help the child maintain the change. Reinforcers, or rewards, must be
individualized to meet the needs of the child and the situation.

Offer Choices
Choices help children practice self-reliance, self-direction, and self-discipline. You must give a
choice only when you mean for children to make the choice and be prepared to accept the
answer.

Active Problem Solving

Active problem solving engages children in confronting their differences and working together to solve
their problems. The adult guides children toward solutions but does not sole problems for them. Posing
open-ended questions, the adult helps keep the child focused so that they can suggest alternate
solutions. The adult role is to intervene as little as possible, allowing children the opportunity to come up
with an acceptable solution.

Active Listening
Active listening used in guidance techniques are both spoken and unspoken.
- Voice: Talk to children in the same way you talk to other people. Get down to the childs level.
- Words: The fewer the words, the better. Simple clear statements, spoken once, have more
impact. A brief descripton of what happened, a workd or two about what behavior is acceptable
and what is not, and a suggestion for possible solutions are all that is necessary.
Choose words carefully. They should convey to the child exactly what is expected.

Body expressions and attitude

When working with young children, the teacher must be aware of body height and position.
Get down to the childs level. A child finds teachers more approachable if they are seated low,
with arms available, rather than standing, with arms folded. Eye contact is essential. Teachers
learn to communicate the seriousness of a situation through eye and facial expressions. They
also show reassurance, concern, sadness, and affection this way. Physical presence should
convey to the child a message that the teacher is there, available and interested.
Attitudes are derived from experience and are part of the unspoken language of guidance.
Children pattern their responses after adult behaviors. Our attitudes can reflect onto a childs
attitude and behavior.

Redirection and Distraction

Using distraction or redirection can be beneficial in practicing guidance techniques. Sometimes
a simple distraction by using another toy in a argument can solve the issue amongst an arguing
group. Redirecting and distracting is a simple tactic to avoid heated blowouts between children.

Environment
An environment is a manmade and natural thing that children meet in their surroundings.
Developmentally appropriate early childhood classroom environments are those that
demonstrate, among other important characteristics maximum interaction among children as
they pursue a variety of independent and small-group tasks.