Through CHD 205: Guiding the Behavior of Children, I investigated how to support the emotional and so ial development

of hildren, while promoting onfli t resolution, pro!lem solving strategies, and modeling positive !ehaviors" I have in luded a Guidan e #hilosoph$ to demonstrate how to reate a nurturing environment using pro!lem solving and positive modeling strategies"

CHD 205 Philosophy of Guidance Philosophy of Guidance

Name: Chelsea Lee

Teachers have the ability and the responsibility to appropriately guide children. As a future teacher I hope to effectively support children so they may thrive in the classroom, as well as, throughout the developmental process. Through supporting mistaken behavior, teaching self-regulation, involving parents/families in the guidance process, and encouraging positive social and emotional development, a teacher can successfully guide the children in his or her classroom. Guidance is an approach to teaching that liberates children to make ethical and intellectual decisions while illuminating democratic life skills Gartrell, !"##, p.!!$. There are many goals to the guidance approach including teaching children to learn from their mistakes and solve their problems without using punishment, building productive relationships with parents, and providing an encouraging classroom that supports the healthy development in children. %evelopmentally Appropriate &ractice %A&$ reveals, '()cellent teachers recogni*e children+s conflicts and ,misbehavior+ as learning opportunities-they listen carefully, model problem solving, and give patient reminders of guidelines., displaying that teachers should understand that children are constantly developing and learning/ teachers have the ability to utili*e every moment as a learning e)perience0 As a teacher, I plan to use various teaching strategies to challenge and encourage the children in my classroom. 1irst and foremost, I believe one of the most important teaching strategies is listening to the children and acknowledging their ideas and comments. I will model attitudes, behavior towards others, and appropriate ways of approaching problems. In the classroom, I will guide children by giving direction instead of using rules to restrict them and create unnecessary levels of authority. I also plan to create new learning materials and activities so I can challenge the students while encouraging them to learn new things. I will strive to give specific feedback rather than vague comments. I will support positive social and emotional development of children as well as teach how to selfregulate their emotions, feelings, and behaviors. 2elf- regulation, which refers to the several complicated processes that allow child to

appropriately respond to their environment, is an important skill that supports the healthy development of social, emotional, and cognitive behavior 1lore*, p.34$. 5hildren turn what they have e)perienced into information they can use to regulate feelings, behaviors, and thoughts. 6hile in the classroom teachers should educate their students how to selfregulate/ as a teacher I will support self-regulation by observing cues given by babies and infants, helping children feel safe, treating children as individuals, and recogni*ing their needs and feelings. I will also include specific activities that will guide children to self regulate. 1or e)ample, I will have my students listen to various songs that promote sadness and happiness so they may identify the difference between several emotions. I will also provide posters in the classroom that depict various facial e)pressions or emotions so that children can recogni*e these indicators while sociali*ing with peers. As a teacher you have a responsibility towards the children in your classroom/ this responsibility includes supporting the healthy emotional and social development of children. The most important aspect of supporting a child+s development is providing a safe and healthy environment/ this includes furnishing your center or classroom with age appropriate furniture, areas, and activities. Teachers should supply responsive care for the children in her class through affectionate and nurturing behavior. Teachers can also use guidelines, agreements made by the classroom to promote pro social behavior, to help children learn how to resolve conflicts in an appropriate manor, get along during group play, and build positive relationships. The key to creating a supportive and positive classroom is creating productive relationships with parents and families. &arents provide knowledge that help teachers understand each individual child in the classroom. As stated by %A&, 'practice is not developmentally appropriate if the program limits ,parent involvement+ to scheduled events., further e)pressing how crucial it is to create respect and cooperation through parent-teacher relationships 5opple 7 8redekamp, !""9, p.!:$. %A& also states the importance of open and fre;uent two-way communication between teachers and parents. As a teacher I would acknowledge a family+s goals and choices while respecting their preferences and concerns. As I have learned throughout this course using the guidance approach in the classroom teachers can decrease the amount of 'mistaken behavior. children use. As a teacher you must respond to each of the three levels of mistaken behavior, which include <evel #= when a child does something to see what will happen, <evel != when a child is socially motivated to do something, and <evel := repeated mistaken behavior which a definite emotional underlay. 6hen I become a teacher I plan to encourage and advise children away from these mistaken behaviors into positive behaviors. 1or e)ample, if a toddler touches a glass flower vase that was on the teacher+s desk <evel #=curiosity$, I would guide him from doing it again by being direct without insult/ this would allow the child to learn from the mistake. If a child begins to scream because another child in the group starting doing it <evel != socially influenced$, I would take both children aside and help them understand the importance of cooperative play instead of competitive play in a group setting. And lastly if a child is demonstrating strong mistaken behavior <evel := strong needs$ by becoming violent when another child won>t share, I would focus on building a healthy relationship with that child while considering his needs, interest, and response styles.

A child+s behavior and maturity level is greatly determined by the child+s temperament type. A child+s temperament can effect how they react to people and their surrounding environments. Temperament traits include activity level, mood, and adaptability. These traits e)ist along a continuum from high to low, meaning the child may either be very active or not very active. %&A e)presses, '?oung children who have so-called difficult temperaments are more likely to react aggressively, as are children who tend to be impulsive, irritable, and easily distraction., further displaying how temperament style can affective several aspects of a child+s personality 5opple 7 8redekamp, !""9, p.#!!$. @ery active children may need adults or caregivers who offer them strategies to calm down or offer them safe activities to release their energy. 5hildren who are not very active may need ;uieter activities, such as reading time, and support when entering into activities with other children. As a teacher, I will strive to take a problem solving approach to resolve situations and conflicts that supports the healthy development of children" I will use mediation to empower the victim, teach limits, and lead to a real reconciliation. 6hen using conflict mediation I will follow the five-step procedure= help all parties calm down, ask the children to tell their side of the story, encourage the children to come up with possible solutions, guide the children to select a solution, and lastly facilities the resolution process. Teachers must self-monitor feelings so there is no risk of losing control. 6hen faced with out of control conflicts I will use intervention techni;ues, which include being direct by e)pressing displeasure without insult, commanding a choice, listening while acknowledging feelings, and finally physical restraint as a last resort$. Af all of the developmental theorists, <ev @ygotsky has inspired my view of guidance the most because of his focus and studies on social interaction and how it influences personal development. @gotsky believes social interaction between the child and the adult is e)tremely important in the learning process. Ane of @ygotsky+s main ideas includes the *one of pro)imal development, which means the difference between what a child can do on their own and what a child can accomplish with help from an adult or e)perienced peer. This idea empowers a child+s learning/ a teacher who can recogni*e the distance between what a child can do alone and with help is a very powerful teaching strategy. I personally really love how @ygotsky emphasi*es the role of peers, adults, and teachers and how they can help a child become successful in their learning process. Teachers can have an incredible impact on the lives of children and through guidance they can help them thrive not only in the class the classroom but in their daily life as well. I hope to productively support the healthy development of my students while preparing them for the future ahead.

References

Copple, C", % Brede&amp '" ()ds"*" (200+*" Developmentally Appropriate Practice (,rd ed"*" -ashington, DC: ./)0C 1lore2, I"3" (2044*" Developing 0oung Children5s 'elf63egulation through )ver$da$ )7perien es" Young Children, 89" 3etrieved from https:::www"nae$ "org: Gartrell, D" (2044* A Guidance Approach for the Encouraging Classroom (9th ed"* Belmont, California: -adsworth"