"No society can long sustain itself unless its members have learned the sensitivities, motivations and skills involved in assisting and caring for other human beings." -Urie Bronfenbrenner

Reflecting on Your Beliefs about Child Guidance

作为倡导基于关系的关怀的计划主任，您需要展示您对员工和家庭的积极指导的承诺。检查自己的个人信仰非常重要。您对儿童指导的信念是在您的生活中形成的：a）您对您的家庭和学校，b）您的文化传统和c）您的职业教育和培训。这些关于儿童指导的个人信仰被反映在您的日常对话中与员工和家庭以及对儿童错误行为的个人反应。您是如何解决如何解决冲突和建立安全，关怀社区的工作人员的典范。

Consider the following questions for yourself and for your staff and family members:

Reflecting on your own experiences with child guidance will assist you in your ability to support your staff as they implement positive guidance practices. Share your thoughts and beliefs with your own supervisor or a trusted colleague who manages a different child care program. You are the person that staff will turn to when they need support with handling children’s challenging behaviors and with maintaining a safe, secure classroom environment. For some staff this may be a new learning experience or a paradigm shift in thinking and constructively teaching children new strategies and behaviors instead of using punishment to address children’s mistakes. It is important that you have a strong understanding of positive guidance strategies and that you can provide emotional support to those staff members who may feel overwhelmed while learning new ways to approach children’s behavior.

What is Guidance?

According to Marian C. Marion (2013), positive child guidance is based on principles of developmentally appropriate practice. Dan Gartrell (2012) defines guidance as “A way of teaching that nurtures each child’s potential through consistently positive (sometimes firm, but always friendly) interactions; classroom management that teaches rather than punishes” (p. 156). Adults who use positive guidance in their daily interactions with children accept that a primary goal is to help each individual child to:

• 感到安全和安全
• Develop healthy self esteem
• 尊重自己和他人
• 学to cope with a variety of stressors

Interpersonal relationships are key to facilitating the use of positive guidance across the program environment (e.g., classrooms, outdoors, on community outings). You and the other staff members are focused on showing respect, warmth, and positive care toward each individual child.

As a program director, you serve as the model for staff. Your personal values and commitment to the use of positive guidance principles will be evident in your daily interactions with children, staff, and families. Strong interpersonal relationships are essential to bringing these principles to life during daily program routines and activities.

Gartrell, in指导的力量描述了六个实践教师通讯itted to positive guidance:

Practice	Implementation Process
1.老师意识到社交技能复杂，需要多年才能完全学习。	孩子们正在学习社会可接受的yabo电子游艺行为，并且需要时间和练习来发展社交技能。家庭和教师引导孩子学习社交技能。
2. The teacher reduces the need for children to engage in mistaken behavior.	老师使用发展适当的做法，以便在计划期望和孩子的技能之间进行适当的匹配。
3. The teacher practices positive teacher-child relations.	The teacher builds relationships with each individual child and models cooperation and empathy.
老师使用面向解决方案的干预方法。	The teacher models how to resolve conflicts peaceably and encourages children to negotiate for themselves. The teacher works at managing and monitoring his or her own feelings and growth as a developing professional.
5. The teacher builds partnerships with parents.	From the time the child enters the program, the teacher builds positive relationships with parents through positive notes, phone calls, meetings and conferences.
6. The teacher uses teamwork with adults.	The teacher understands that she or he cannot do everything alone and creates a team with other adults (including parents and volunteers). Positive guidance involves teamwork with other skilled adults, especially if a child has consistent, intensive challenging behavior.

对与儿童和家庭的日常互动中的指导措施及其可能看起来的审查可以纳入工作人员会议，并强调专业发展计划。作为计划主任，您将在日常实践中模拟积极的指导。您将与员工，家庭和儿童建立伙伴关系和关系。这是您和您的员工的自我反思和故意练习。积极的指导自然地为某些人而自然而生，而其他人则会采取监督，教练和实践。

You and the staff must take into account individual children’s social and emotional growth and individual development when selecting appropriate guidance techniques. For example, preschool and kindergarten-age children like to participate in problem solving about issues that arise in the classroom. They can sustain attention during a 15-minute teacher-lead group discussion about a class problem, such as, “What should we do about our broken tricycles?” In contrast, toddlers have limited attention spans (typically about 3 to 6 minutes) so teachers should use brief, simple directions to guide them during classroom routines (e.g., “If you put your shoes on then we can play outside.”).

Through daily interactions and carefully documented observations, you and staff members learn about children’s individual strengths and needs. This information helps you and the staff select developmentally and individually appropriate guidance practices. Staff will seek you out to help them understand particular child behaviors and choose appropriate guidance practices that meet individual children’s social and emotional development. As the program leader, your acknowledgement of positive teacher and child interactions, in addition to your encouragement and emotional support for staff who are learning to use positive guidance practices, will contribute to your vision of relationship-based care.

How Does Positive Guidance Look in Practice?

公关项目董事促进积极的指导actices create an encouraging environment for all children and adults. One aspect of positive guidance is creating an environment that promotes positive behavior and minimizes the need for adults to spend time reacting to children’s challenging behavior. Positive guidance practices emphasize teaching problem-solving and friendship skills. They build children’s sense of belonging and membership in the program. In contrast, discipline, or using punishment to control children’s behavior, can be misused by adults with negative consequences for children’s growth and development.

When teachers value and use positive guidance practices, they support the development of an encouraging classroom. The encouraging classroom environment is a setting where adults guide children to express and meet their needs in acceptable, safe ways. The child is an accepted member of the community, where he or she feels safe and secure. Children are not threatened with removal from the classroom community and they are not publicly criticized. Children’s mistakes are seen as characteristics of typical development and viewed as opportunities to learn the correct behaviors. Partnerships formed with families and peers are supportive and encouraging. Conflicts are seen as part of living in a community where adults help children learn effective conflict-resolution strategies and teach problem-solving skills.

Summary

Gartrell写道：“一个令人鼓舞的课堂是学习者社区的身体和社会情感环境赋予所有儿童发展和学习的身体和社会情感环境”（2012年，第156页）。积极的指导措施促进儿童的社会和情感发展。作为经理，您和您的员工必须共同努力，为儿童创造一个安全，温暖和鼓励的环境。

完成本课程

For more information on what to expect in this course and a list of the accompanying Learn, Explore and Apply resources and activities offered throughout the lessons, visit the Management Positive GuidanceCourse Guide。

To support the professional development of the direct care staff members or family child care providers you oversee, you can access their corresponding Course Guides:

• Infant & Toddler Positive GuidanceCourse Guide
• Preschool Positive GuidanceCourse Guide
• School-Age Positive GuidanceCourse Guide
• Family Child Care Positive GuidanceCourse Guide