Guidance Techniques

  In researching different guidance techniques that I would be using in my own classroom, I have come across an article called "Guidance Techniques That Work" from December2005/January2006 issue of JOURNAL OF ADVENTIST EDUCATION. They discuss several different ways of guiding children's behaviors and helping them make better choices. Here are my top four favorites that I think will work well for both the children and myself. 
     Change the Environment to Promote Behavior Changes-Wise caregivers look for the causes of misbehavior. Are there squabbles over too few toys? Are children climbing because materials are out of reach? Are children whiny and cranky because meals and nap times are too late? Consider changes in the environment that can make you less irritated and the children less frustrated.
      Offer Choices—and Be Ready to Accept the Decision-Caregivers know that offering choices helps children develop independence. But conflicts can arise when you are unwilling or unable to accept the choice a child makes. In general, it’s best to offer two options. If there is no choice, state your expectations simply and concretely.

     Use Logical Consequences-Respond to inappropriate behavior with logical consequences—the natural result of a particular behavior. A logical consequence for an adult, for example, may be a stomach ache after eating spicy food. For a child, a logical consequence may be feeling cold after going outside without a sweater. This kind of learning goes on all the time. In some cases, we can set up a logical consequence if one doesn’t occur naturally. If a 3-year-old spills milk, for example, one logical consequence is to have the child help with cleanup.The consequence is not punishment and it always relates to the original behavior. It’s not logical, therefore, to deny time in the art center to a child who spills milk—the two things don’t relate to each other. The consequence must also be reasonable. If a child’s behavior poses danger—picking up broken glass or running into the street, for example—stop it immediately. Avoid extremes. If 9-year-old Josh breaks a baseball bat by swinging it against a brick wall, don’t say “You can never play baseball here again.” Show children that you trust them to change and learn. “Here’s a glove for you to practice catching.You can try batting later this afternoon.” For a logical consequence to be effective, you must respond immediately. Make it clear that it’s the behavior—not the child—that is objectionable.

     Set an Example-Children learn by watching you.They observe your interactions with children and other adults and are likely to model their behavior on yours. For example, if you consistently talk to children rudely in a loud voice, you’re teaching them that this is the way to treat others. If you tell the director that you are out of glue and then produce a hidden bottle from the closet, you’ll have a difficult time convincing children that it’s not right to lie. Instead, show concern for others, work out conflicts, and respect the dignity of others—both adults and children. In this way, you model behaviors children need to learn for their social and emotional success.

If you're interested in checking out these or some of their other technique suggestions in more detail here is the link I used:

http://circle.adventist.org/files/jae/en/jae200568023707.pdf

Nutrition USDA

In order to apply to the OSPI Child and Adult Care Food Program for an early learning center, a director is required to submit current income-eligibility information based on a study month. Program reimbursement for each institution is based on the income levels of the families that they serve. The study month establishes the percentages of the meals that will be paid at the free, reduced-price, and above scale rates. Income-eligibility forms must be filled out and signed by the parent/guardian for each student. Attendance records for the study month need to be submitted to show who the program will benefit. After initial approval into the food program, daily meal counts must be done for each student on a meal count record sheet. All meals must meet USDA standards and any substitutions must be in accordance to the food substitutions guidelines. The benifit to being apart of the food program is reimbursement for part of food costs for the center. This helps in keeping tuition affordable for families by not charging for meals. I would definitely apply to the program for my own center. Anything that helps the families with costs helps the children. More money in the parents pockets to buy food for their homes, pay housing costs, heating bills and so on.

My ECE Philosophy

As a teacher, I seek to form close relationship with each child under my care, and their families. I make use of our communities' resources and incorporate the child’s community into the program. I see each child as a unique individual with a great capacity to learn and able to make positive contributions to those around him or her. I strive to provide an environment where children and families from different cultural backgrounds feel welcomed and accepted. My goal as a teacher is to provide children with a rich environment where they feel safe to explore, initiate learning, and feel free to express themselves.

Learning to Read and Write from Birth

Reading to children from the day they are born is important for a number of reasons. It helps a child grow both in the social/emotional areas as well as cognitive. This small and simple action takes only minuets a day but has benefits that last an entire lifetime. Creating bonding moments between children and their caregiver, whoever that is, while teaching vocabulary, language, culture and values is important at all ages. When started at an early age it creates a love for reading and learning. As the child grows it helps in building curiosity and understanding about all people and the world around them. Later as the child starts in preschool, reading helps in comprehension and with beginning writing skills. Then when children enter kindergarten, those who have been engaged in reading are more readily able to put their own thoughts on paper and begin expressing themselves through their own writings. It is so important to read to children as often as possible. Even if reading was not started at birth it is never too late to start.

Tolerance

Teaching tolerance in the class room is the first step to bringing more tolerance into our world. Children are taught prejudices and most of that stems from not understanding others. By teaching them to embrace and except others differences we can teach empathy and understanding. We are more than colors and cultures. These things help us know and understand each other, but they are not ALL that we are. We have similarities as well as differences and in learning about others we also learn about ourselves. There is an awesome website that has a bunch of ideas and tools to help educators teach tolerance in the class room. Ironically enough it is called Teaching Tolerance and is at www.tolerance.org, simple enough to remember right. Between the tolerance video and the website I feel that I have learned more than a few ideas that I will use in my own classroom.

Diversity

After reading the article Responding to Linguistic and Cultural Diversity Recommendations for Effective Early Childhood Education, I feel that the National Association for the Education of Young Children (NAEYC) has the right idea on their stance toward accepting, respecting, valuing, promoting and encouraging the use of the home language and culture in the classroom. Being bilingual is an asset not a handicap.Children become self-confident and learn better when their family life is connected with school.

Supporting English Language Learners in the Preschool Classroom