Competency 2 summarize early childhood guidance principles.

Guidance is a form of positive discipline and is much more beneficial than punishment. Using
positive guidance techniques with limits that are consistent lets children know what is expected
and overtime make meeting expectations automatic. Being consistent is important to help
diminish power struggles with children, increasing their independence and fosters these six
qualities: safety, children need to know that adults are watching out for them and ensuring their
safety. Trust, children learn to trust limits and consequences because, when there are no
surprises, they know what to expect. Self-regulation, when limits are random children doubt they
can influence their future; when limits are consistent children learn to self-regulate. Competence,
as children become more independent they feel a wonderful sense of competence. Reflection,
guidance helps children make wise choices, but making wise choices does not mean the child
does whatever she wants. Rather, the child needs to be reflective about responsibilities. Respect,
rather than feeling resentment toward the person setting limits, children learn to respect the
person guiding them. Knowing these qualities will help us better understand the power of
guidance. A very important part we need to remember when using guidance technique is the
longevity factor. The guidance we give children now will influence our actions in the future. Our
guidance builds a fundamental foundation that will help children develop a strong, healthy selfesteem and independence.
Then there is punishment which no teacher should be using. Punishment is the opposite of
guidance and can be problematic and also physically and verbally abusive. Punishment often
involves, physically hurting the child, showing the child how negative behavior feels,
humiliating the child, never relenting, and withdrawing affection from the child. When a teacher
or adult uses punishment their expectations are rarely clear, most of the time are unrealistic, and

they can often be hurtful, harmful, and arbitrary. There are many negative effects that come with
punishment: 1) stifles relationship building. The child often resents or avoid the adult who
punishes her. This may lead to more punishment because the avoidance on behalf of the child
angers the adult. 2) Does not teach self-control. Without learning self-control, children may stop
their bad behavior only while someone is punishing them, which does not typically suppress
unacceptable behavior in the long run. The child will then act up when she does not think the
Punisher is watching. 3) Diminishes self-esteem and fosters disrespect. Different types of
punishment, such as ridiculing, elect feelings of irresponsibility and worthlessness in children. In
addition, children who are treated disrespectfully often act in kind and become resentful of the
adult inflicting the punishment. (I agree I have my eye on one teacher, and I firmly believe in
what comes around goes around). 4) models aggression. Through punishment, children learn that
behavior such as hitting and yelling are acceptable ways to resolve conflict. 5) Hinders trust.
Severe punishment may limit children's ability to trust and form positive relationships.
the differences between punishment and guidance, punishment emphasizes what the child should
not do, is a one-time occurrence, and shifts on obedience, undermines independence, is an adult
release, is negative, makes children behave, thinks for the child, defeats self-esteem, condemns
misbehavior, belittles, and hurts physically and or emotionally, on the other hand there is
guidance which emphasizes what the child should do, is an ongoing process, sets an example to
follow, leads to self-control, helps children change, is positive, accepts child's need to assert self,
fosters child ability to think, bolsters self-esteem, shapes behavior, encourages, and facilitates
trust. All teachers should know the difference between punishment and guidance. Teachers that
use punishment regularly should not be teachers at all. As teachers knowing the benefits that
come from using positive guidance we should all make it our number one goal, especially for the

children who display a lot of mistaken behaviors?

Looking at Maslows pyramid model he lead 05 Borderlands which are the psychological needs,
the needs for safety and security, the needs for love and belonging, the needs for esteem, and the
need to actualize the self. 4 out of 5 of the needs go hand in hand with positive guidance
techniques. The safety and security needs, increasingly interested in finding safe circumstances,
stability, protection and they develop the need for structure, order, some limits. The love and
belonging needs. Feeling the need for and affectionate relationships in general, even a sense of
community. Steam needs. Which has lower and higher, the lower is the need for respect of
others, and the higher is the need for self-respect including such feelings as confidence,
competence, achievement, independence, and freedom. Then self-actualization. They involve the
continuous desire to fulfill potential, to be all that you can be. They are a matter of becoming the
most complete, the fullest, hence the term self-actualization.
In DC F 250 licensing rules for family child care centers with commentary says
"DCF 250. 07 program 2 child guidance
(a) each family child care center shall provide positive guidance and redirection for the children
and shall set clearly specified limits for the children. A provider shall help each child develop
self-control, self-esteem and respect for the rights of others. (b) If a provider uses time out. To
deal with unacceptable behavior, time out period may not exceed 5 minutes or be used for
children under age 3. Time out procedures shall be included in the centers written Child
Guidance policy. (c) Actions that may be psychologically, emotionally or physically painful,
discomforting, dangerous or potentially injurious are prohibited. Examples of prohibited actions
include all of the following: 1. spanking, hitting, pinching, shaking, slapping, twisting, throwing,
or inflicting any other form of corporal punishment on the child. 2. Verbal abuse, threats or

derogatory remarks about the child or the child's family. 3. physical restraint, binding or tying
the child to restrict the child's movement or enclosing the child in a confined space such as a
closet, locked room, box or similar cubicle. 4. Withholding or forcing meals, snacks or naps. 5.
Actions that cruel, aversive, humiliating or frightening to the child. (d) A child may not be
punished for lapses in toilet training."