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b. Photograph an area of the room you were able to 6. Consult the standards
change to improve rhe quality and effectivenessof the a. Some states have lisrs of equipment and mate'
space. process for derermining if there are sufficient rna
in a childcare setting. Check your stare or an adj
5. Add to your journal
srare to determine what these srandards are and
a. Reflecr on the experience you have had in organizing they are assessed.
for learning and compare it with what you read in this b. Whar procedures does your state (or city) use to
chapter.
for rhe safety of children in primary grades, on
h. Write a shaft description of how you or a teacher you grounds, or in childcare settings' Such sran
observed modified the environment to meet rhe special
usually found in licensing regulations or are p
needs of one or more children.
on websites &om the Stare Department of Edu
176 Part 2 ~ Setting the Stage for Learning
Learning Outcomes
After reading this chapter, you should be able to:
Define self-regulation and the role it plays in people's lives.
B
1
Trace how self-regulation develops during childhood.
Describe how development influences self-regulation.
L.
Explain how experience influences sell-regulation. . .
1
d Differentiate among adult discipline styles and how they affect children's behavior,
1 Demonstrare strategies associated with authoritative teaching.
n
a
c
a
Standard 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging
environments learning
Standard 2b: Supporting and engaging families and communities through respectful, reciprocal relarionships
Standard
approaches3b: Knowing about and using observation, documentation, and other appropriate assessment rools and
Standard 4b: Knowing and understanding effective strategies and tnols for early education
Standard 4c: Using a broad repertoire of developmentally appropriate teachingllearning approaches
Standard 4d: Reflection on own practice to promote positive Outcomes for each child
Standard 6c: Engaging in Continuous, collaborative learning to inform practice
When children don't know how to wash their hands, we teach them.
When children don't know how to say the alphabet, we teach them.
When children don't know how to count, we teach them.
Wh~n children don't know how to throw a ball, we teach them.
So, It makes sense that ...
When children don't know how to behave, we teach them.
many behavior skills (Berns, 2016; Smith-Bonahue, Smith-Adcock, & Ehrentraut, 2015).
For instance, children do best when they:
• Express their needs, wants, and feelings constructively
• Respond with compassion to others' needs
• Calm themselves when angry or upser
• Act in a safe and civil manner
• Follow rules, routines, and directions
• Take proper care of materials
• Constructively engage in learning activities
• Share, take turns, help, and cooperate
• Distinguish acceptable from unacceptable classroom behavior
• Regulate and modify rheir actions based on their understanding of right and
wrong
These behaviors "transcend all subjecr marter commonly raughr in school and char-
acterize peak performers in all walks of life" (Cosra & Kallick, 2004, p. 52). In facr, such
behaviors are so important, they are incorporated in every srare's learning standards for
young children. See Table 6.1 for examples.
Children do not intuitively know how ro behave in all the ways lisred in Table 6.1
(Gartrell, 2014). Instead, adulrs must teach children whar is expected and how ro conduct
themselves appropriately. This requires the same kind of planning and reaching thar other
aspects of the curriculum demand. Just as reachers provide opportunities for children ro
learn about science, math, and literacy, they must also provide opportunities for children ro
learn how ro interact with others and manage their behavior independently and in groups.
When children make mistakes, early childhood professionals do more than correct chil-
dren. They teach them appropriate alternative strategies (Cash, 2016). All of this is done
in the hope that children eventually will adopt these more appropriate behaviors and carry
them Out on their own (Vohs & Baumeister, 2016). Thus, in developmentally appropriate
classrooms, the ultimate goal of child guidance is for children ro become self-regulating.
Consult the Standards: Early Learning Standards: Expectations for Classroom Behavior
Examples
Self-Regulation
The after-school kids leap off the buses. They jostle, knock into each other, head
(or the hall drop their backpacks hurrv into the bathrooms, and run to the snack
I',
bar. Some go to the gym to hear "'. dW"/lis
the rules for a kickball game-8-year-ol
among them. He listens, attentive and quiet, for about 5 minutes. Then he
I .
to squirm, look around, and elbow the children next to him .... Leo, the teacher s
-r:
aide, steps silently in behind Will and whispers, "Remember, Will, be calm. You
know how to wait." Will says to himself, "I can wait, I can wait." He gets himself
under control and waits for the game to begin.
•
Video Example 6.1
Warch this video abour how social-emotional learning can help children to better control
rheir behavior. Identify three benefits such learning has for children in rhe short run and
over the long term,
hrrps:llyoutu.be/!xRIPKSBGbc
Control negative impulses AnthonySUppresses the urge to strike out in anger when someone acciden-
tallytrips him.
Hessa refrains fromlaughing aloud when Anthony falls.
Resist temptation Jerome walks all the way OVerto the trash bin to deposit his gum wrapper,
even though he IStempted to drop the crumpled paper onto the playground.
Delay gratification Rachel waits for Marlato finishtellingher story before blurting out her own
excitingnews.
Steven postpones taking another fruitkabob untileveryone else gets one.
Initiate positive social interactions Shannon comforts latosha, Whois sad about a ruined project.
Jason shares his glue witha newcomer to the art center.
Make and carry out constructive social plans Vinnywants a turn withthe magnifyingglass. He devises a strategy for get-
ting one, such as trading, and then tries bargaining with another child.
Ashley recogmzes that Marcus IShaVingdifficultycarrying several balls out
to the playground.She helps him by holdingthe door open.
Chapter 6 ~ Child Guidance in Early Childhood Classrooms 179
Consider the following situation. The children are waiting at the door to go outside.
Mr. Martin, their teacher, has promised a smiley-face sticker to children who wait patiently
and do not push. Adrianne, who is at the back of rhe group, wants to be first but quiedy
stands in place because she wants the sticker. Her behavior is regulated by the promise of
I,
L
the reward, not by concern for her classmates' rights. Under these circumstances, Adrianne
will probably follow the teacher's directions at least when he is present. However, because
she has no internal basis for following the rule, Adrianne may resort to pushing if she thinks
the teacher is not looking or on another day when no sticker is promised.
1
c
Adrianne illustrates the basic problem with adherence. Children who depend on exter-
nal controls must be monitored constantly. They behave appropriately only in situations in
n which physical or verbal assistance is readily available and in instances in which the threat
a
of punishment or the promise of a reward is obvious. When such controls are missing, the
c possibility of misbehavior is great. Having no other means for understanding right and
• wrong, children lack the self-direction necessary to act appropriarely on their own .
• Simple to complex
• Concrete to abstract
• Inaccurate to more accurate
Emotional
E' , Development
' 'I '
' als about the appropnateness or
" motions provide children with strong
"ld mterna I sign . th
to pay attentlon to ese SIgna' 1s,
mappropnateness
th . of their behavior- As chi ren ' earn
al regulators are ernpar h Y an d gut'It
eir self-control increases. Two important emotlon
182 Part 2 ~ Setting the Stage for Learning
(Jalongo, 2016; Thompson, 2006). Empathy prompts children ro conside~ others and t?,
pursue positive actions in response to people's ernonons, It tells children, forge ahead.
Guilt conveys the opposite message. It warns children that current, past, or planned
actions are inappropriate. It serves as a brake, causing children ro reconsider or ro stop
their actions. By age 3, most children are capable of both empathy and guilt; however,
what induces these emotions in preschoolers is different from what triggers them III second
and third graders.
Empathy
Empathy is the ability to detect different emotions in others, to feel what another person
is feeling, and to respond emotionally yourself. It is what prompts children to comfort a
victim, offer to share, or willingly take turns. The first signs of empathy occur when infants
and toddlers mimic the oven signals of distress they witness in others: A 2-year-old cries
on hearing another child's sobs. By the age of 3, children recognize that another person's
feelings call for more helpful action on their part, such as soothing a peer who has fallen.
Preschoolers and kindergartners become increasingly sensitive to others' emotional cues
and are better able to respond in useful, though somewhat limited, ways. By the early
elementary years, children are more adept at recognizing others' concerns and at employing
a greater variety of strategies to offer encouragement, comfort, and support (Miller, 2016).
Guilt
Initially, children experience guilt mostly when they violate a known rule or fail ro meet
adult expectations (Thompson, 2006). For instance, 4-year-old Carl slaps Selma in a
struggle over the cookie cutters. Selma begins to cry. Triumphant over having secured
a desired possession, Carl is unmoved by Selma's distress. He experiences no guilt until
the teacher reminds him that the rule is "Ask, don't hit" or "It upsets me when you hurt
other children." Once he becomes aware of the contradiction between his behavior and
the rule, Carl may feel guilty about breaking it and disappointing the teacher. This is
the most immature level of guilty thinking. In contrast, if he were 7 or 8 years old, Carl
might empathize with Selma's unhappy response and feel remorse at being the source of
it (Mills, 2005). This combination of empathy and guilt might even prompt him to do
something to make up for his earlier actions. Violating a formal rule would not figure
as prominently in his feelings as it had during the preschool years. Instead, Carl would
be more focused on the internal distress his actions had caused another person and, as a
consequence, himself.
As evidenced by Carl, children gradually respond to empathy and guilt ro support their
personal notions of right and wrong. This gradual shift from external prompts ro internal
ones contributes to the inner control that children need to achieve self-regulation. Although
it has its beginnings early in life, such complex and "other-oriented" motivation does not
fully emerge until adolescence.
Cognitive Development
Learning to wair your turn or figuring Out how to help someone are complex cognitive
rasks. They require multiple abilities such as monitoring and analyzing situations, remem-
bering past expenences to draw on "now," problem solving, making decisions, and follow-
ing through on those decisions. Such mental skills are called the executive functions of the
brain (Anderson, 2008; Gregory & Kaufeldt, 2015; Koole & Aldao, 2016). Taken alto-
gether, they help you to manage many incoming and Outgoing experiences and responses all
at once. People rely on their executive functions for everything from deciding what game to
play, to figuring out how to get chores done, to comforting a friend who is afraid. Initially,
children's executive functions are not well developed. They mature gradually throughout
the early years along with their changing notions of right and wrong and how well they
comprehend other people's perspectives. The cognitive processes of centration, irreversibil-
try, and memory further affect how children conduct themselves. Becoming familiar with
these developmental mfluences Willhelp you to guide children's behavior more effectively.
Chapler 6 ~ Child Guidance in Early Childhood Classrooms 183
Perspective Taking
To interact effectively wirh others and make accurate judgments about which actions would
be right or wrong in certain situations, children must understand what other people think,
feel, or know. This involves perspective-taking skills. Because these skills are just emerging
10 the early years, young children sometimes have difficulty putting themselves in another
person's shoes. This is a result of being unable, rather than unwilling, to comprehend or
predict other people's thoughts and feelings (Epstein, 2009; Institute of MedicinelNational
Research Council [IoMINRC], 2015). Children frequently assume that others I?terpret
Situations Just as they do. Nor until potential differences are brought to children s arten-
non do they recognize that their perspective is not shared. For this reason, young children
benefJt from hearing that there is more than one way to look at things (Goleman, 2006).
This information is best supplied as relevant incidents arise C'You wa~t a turn on the tri-
cycle; Harry wants a turn roo" or "You're having fun pamnng but I m warned that the
. ,
.
Centrat;on
Throughout early childhood children rend to focus rheir attentionhon a seblecrfew laspethcts
of a . ' . f s rhar mig reph l t em ana yze e
. n overall Situation neglecting other Important earure
SItu . ' 2016) This phenomenon known as centra-
. atlon more
!ton, I' accurately or effectively
.' (Berk,'th th omprehensl.'.
ve percepnon a f sOCIa . I
resu ts ill children's having a limited ra er an c . th li . f h
eVent Thi . I' on using e g rrer pamr or er
s. IS is evident when Rayanne focuses so mtenr l h he i .
proJ'e h hild waiting fat some or t ar s e IS using
. ct t at she does not realize that other c ren are hi h" C I b
It all C. . f nil' one way to ac eve t elf aims. a e
ern . enrratlon also prompts children to ocus on "PI 0 " to try to ger a C h ance to use th e
dgli onstrates cenrration when he repeatedly says ease h hildren recognize that their
trer, even though Rayanne ignores him each time. Even w en c
184 Part 2 ~ Setting the Stage for Learning
Irreversible Thinking
Young children's behavior is funher influenced by the irrevers-
ible nature of their earliest thinking. In orher words, children
have difficulty mentally reversing physical actions (Crain,
2016). This means that children are not adept at contemplat-
Children benefit when you ing opposite actions and have difficulty interrupring ongoing
help them recognize there is " behaviors. It is also difficult for them ro respond to directions
more than one way to look at stated to negative terms. For instance, when Kyley pushes on the door of the toy stove to
things. open It, a parent volunteer calls out, "Don't push." Unfortunately, "Don't push" me~
little to Kyley, She ISunable to mentally transpose the physical act of pushing into Its
opposite action of pulling and she does not think to stop. She needs assistance ro reverse
her behavior, ThiS"could involve physical help, adult modeling, or a more precise o~
direction, such as Pull the door open." With maturation, children improve in rheir abil-
uy to mentally reverse physical actions, but the influence of irreversible thinking rematDS
evident throughout the preschool and early elementary years. Because irreversibility is
such a powerful force in children's thinking, you must remember ro state direcrions and
expectations 10 positive terms.
•
Video Example 6.2
:~ch this video of children in a class meeting. Listen as the children try ro turn their nega-
rules lOWposmve ones. Notice how the children's cognitive development (reasonmg,
perspecnve taking cent' d. , '
, ration, an meverslble thinking) influence their conversation.
'$
Language Development
As children acquire greater d ' f self-
control also increases (loM/l\~ mar: complex language skills, their capaCiry °l~ren's
understanding of h I C, 20b). This ISbecause language contribures to chi Is
w y ru es are mad d si " h ir goa
in socially acceptable ways. e an gives them more rools for artalOlOg r e
Interpersonal Speech
Many preschoolers Come to earl hi! ceptive
vocabular). and the abili l' c dhood programs with a well-developed re d r-
stand. Yet they are not I
I Ity W expre b ' -r
ss asic needs, especially in ways their famlles
un e
hat
they Want ~r respond' a way ssuccessful at telling others unfamiliar with them W tly
l
young children often~~~r~:~ d~eCtions Ualongo, 2008; Marion, 2015). conse,,:e~a~
away, refuse to answer h P vsical actions to communicate. They may gra , 1 es
At suc h ritimes childre ~ pus d , or stnke 0 Ut rat h er t h an use words ro express t hemse _o.n
V •
, n nee teacher' . ("You s.,....-
upset; say to Martha 'I' . ,asSistance to determining what to say u;
sal', 'Stop' "). As the ele m usmg this now'" or "You don't want Jonathan to cha~e boY°th
. ,
receivmg and giving ve b I
mentaty years' f
progress, children become more pro IClen
tm
.
way to communicate H r a messages Th fi d
. ey to words a more satisfactory an . d p
in d ' , . oweve~ even s d . d <TIll
m etermmlOg the best w ds ' econ and third graders sometimes nee "'-
th or to use m . . 'tulI
at are new to them. emotionally charged circumstances or m 51
Chapter 6 ~ Child Guidance in Early Childhood Classrooms 185
Private Speech
In addition to the words they direct toward others, young children use private speech
(self-talk) to exercise self-control (Ramey & Gambrell, 2013; Winsler, Naglieri, & Manfra,
2006). That is, they reduce frustration, postpone rewards, or remind themselves of what to
do by talking aloud to themselves. We hear this when a preschooler says to herself, "Blue
shoes, blue shoes" as a reminder of what she is looking for and when a second grader
outlines his approach to an assignment in a mumbled tone as a way to help himself plan.
The self-talk Matt used to help himself wait through the directions to the kickball game
(described in a previous example) further illustrates children's use of private speech to
gain control of their actions. When you hear children talking to themselves, allow them
to continue rather than asking them to hush. Offering children sample self-talk scripts is
another way to help children move toward self-regulation.
Memory Skills
Memory is one more facet of development that influenceschildren's capacity for self-regula-
tion (Bjorklund, 2012; Golbeck, 2006). Initially,young children's memory skills are limited.
Their ability to recall the past is episodic and shorr term. They often fail to recognize pat-
terns among past events and miss key details in their recollections.Because young children
live in the here and now, they are less proficient at drawing on past experience to guide cur-
rent or future actions. Accordingly, preschoolerstend to "forget" expectations from one day
to the next or from one setting to another. To be successful,they need frequent reminders
about rules and require overt direction in unfamiliar social situations. As children mature,
their memories become more detailed, more connected, and more long lasting. They can
organize their thoughts more meaningfully and are better able to draw on past experience
to help them think about what to do in current and future situations. By first or second
grade, children still benefit from periodic reviewsof expectations,but can generally function
with less supervision. They are also better able to use cognitivestrategies such as repeating,
rehearsing, or categorizing information to help them remember when and h?w to delay
gratification, resist temptation, control impulses,and carry out posrnve SOCialinteracnons.
Modeling .
One hild I hat i d of them is by imitating the acnons of powerful
way c 1 ren earn w at ISexpecte .
adults Wit ith w h om t hey h ave strong, a ffeco'onateties (Menrun & Fresco,. 2014). . As an early
I
childh d f . I 'II s a behavior model for the children III your c ass-
00 pro essiona you WI serve a f I'
roo d h " 'II demonsuate compliance or lack a camp lance
m an t rough your actions, you 1"1 , deli . II
with cerr ' d d f d r The researcb tells us that SOCialrna ehng ISespecia y
am stan ar s a can ucr. I di
in£! . I' h (B k 2016) Youngchildren learn potent essons regar mg
uentra in t e early years er, . th h ' h
des' ble arri ,II how to enact them when ey see t err teac -
ira e attitudes and behaviors as we as I bl
ers t h II h th use reasoning as a way to so ve pro ems, or
. rear at ers .with kindness, te t e rru , ers also mimic negative models, they
assisr someone in need. Alternatively, becauseyoung st . d by t h ose aroun d tern.
h
. hI cts committe
SOmetimes imitate the aggressive or thoug tess a
186 Part 2 .. Setting the Stage for Learning
Instruction
Another way children learn knowledge and skills associated with self-regulation is through
insrruction (Fiske & Taylor, 2015). Instruction may be carried our indirectly or through
on-the-spot coaching.
Indirect Instruction
Indirect instruction involves all the behind-the-scenes work and planning that ultim~~
influence young children's hehavior. These teaching merhods give children opportunmes
to practice self-regulating skills such as making choices, functioning independently, Ql
fOllowing through on personal plans (Hearron & Hildebrand, 2013). For instance: teach
ers use environmental cues, as described in Chapter 2 to tell children what behaviors ate
expected (e.g., where to put the hlocks, how many crackers to take at snack). S~i1arly,
many of the strategies you read about in Chapter 5 (e.g., organizing space and setnng u~
equipment in certain ways) help children manage their behavior and get along with ~
. h mmuna
WIt '. I ad ult supervision. For example, when adults make sponges rea dilI y a vail-
able on lowinshelves
participate cleanup.it is easier for children to comply with the expectation that everyone
On-the-Spot Coaching
What is right, what is wrong, whar to do, and what nor to do are all lessons chat can. be
conveyed effectively to children through on-the-spot-coaching. This form of instru~oD
ISprOVIdedas relevant situations arise within rhe COntext of children's daily interaCtIons.
o n-th e-spot coachi'ng ISa Powerful teaching strategy because children gam. expene. nee atis
teachable moments m an environment that is SUPPOrtive, nor punitive. Such expenence I
unmedlately relevant to children (Kochanska Aksan Prisco & Adams, 2008). Coaching
makes use of verbal strategies Such as informing and ~xplaining, suggesting, advising, r~-
sorung, encouragmg, and clarifying (Marzano Gaddy & Foseid 2009). Typical rernar s
include, "Catch your cough in your sleeve" '''MaYb~ you could take rums," "Tell h~
you're angry-<:!on't . h" "Mr R . ' j d him carr)
" « pmcn, j _. aDUrezreally appreciated when you he pe "ddi.
those boxes,. and When you dIdn't say 'Hi' back, she thought you didn't like her. A
tiona] techniques associated with on-the-spot coaching are:
• Physical assistance
• Modeling and demonstrating
• Redirecting
• Distracting
• Removing children from problem situations
• PhYSIcalrestraint (Wolfgang, 2009)
Consequences
Children also learn how to beh equences
come in two varieties_ ositiv ave as a result of experiencing consequences. Con~ehaviors
Or penalize negatl've Ps e and negatIve-and these either reinforce desirable h VI'O
aCtIons. uch 0 - _ be a
and avoid Others (ShiUe & O'Fl Utcomes prompt children to repeat certain en rs
as a natural OutgrOwthr f hei yon, 2008). Children sometimes experience consequ dults ces
intentionally apply co 0 t err actIons With no adult intervention. At other omes, a
nsequences to mfluence children's behavior.
Positive Consequences
Adults use Positive Consequences . . at desir-
able acts and behave a . tOmcrease the likelihood that children WIll repe pl!l1
rn the future (Shiller & O'Flynn, 2008). For eXed~
adults reward childrenPfProbPrhlately
.
PICtures from home· Or e avmgapp ropnate . Iy by using praise ("You remem ber ,.
rive Consequences t~~~~y~u're ready fOrtoday's Work on animals"). At other time/fo
e °nn of earned priVileges ("You did such a good job wa
Chapter 6 ~ Child Guidance in Early Childhood Classrooms 187
the plams; tomorrow you can do it all by yourself"). In some circumstances, based on
a child's special need for concrete cues, positive consequences may be enacted through
tangible means, such as stars on a reward chart. Although positive consequences play an
important role in the intentional teacher's guidance repertoire, questions have been raised
about their effectiveness. See Box 6.1 to explore some of the issues associated with the use
of positive consequences.
Negative Consequences
Teachers use negative consequences to reduce the probability that children will repeat
undesirable behaviors (Bell, Carr, Denno, Johnson, & Phillips, 20ID). However, not all
negative consequences are effective in promoting self-regulation either. Some negative
Rewards get children to adherence; this Rewards keep children at adherence; children
is the first step toward achieving greater learn to behave for external reasons such
self-regulation. as stickers or praise, rather than for intrinsic
satisfaction.
Rewards can help children discern what is desir- Rewards may prompt children to become
able behavior. manipulative in their actions, agreeing to behave
only if certain rewards are provided.
Rewards can signal children that they have Rewards can lose their power over time. What is
been successful. rewarding on Monday may not be rewarding by
Friday.Rewards may have 10get bigger and big-
ger to maintain their impact.
Rewards can provide children with evidence of Rewardsare not always meaningful to children.
their increasing competence.
At first these perspectives seem incompatible and mutually exclusive. They im-
ply rewards are either good or bad. However, as IS true for mosr aspecrs of devel-
opmemally appropnare . .
pracuce, rewar d S are no r "all.' or norhing" rools. As nored .
earlier in this chapter, children's morivation to behave in certam ways actually exrsrs
.
on a connnuum . from monvanon
ranging . . t har ar iISou tside
I.. oneself (e ..g , adherence) ro
morivarion rhar comes from deep wirhin (e.g., mrernahzanon) (jalongo, 2016). The
strategIes. reachers use to promore child ' ositive behavior .must consider
I reo.s p . this
.
COntInuum as well as counter t h e wea kcnesses evident on each SIde of rhe either-or.
dich o t orny our I'me d previous
. Iy. Thar is why early childhood
. dr educarors ser up envi-
. h h f II .
ronments and interacr with young learners to help chil en Wit reo owing:
1 · G'am persona I'sans facnon. from behaving in socially acceprable ways and from
developing skills associared wirh social comperence . d b h .
2 · Receive timely and useful feedb ac k regar ding their
.
learrung an
b h .
e avior
3 · E xperience and recogmze . successes for appropnare e avior
. .
Wh en posinve age appropriare individually appropriate, and
consequences are h '. bur only when used in
CUlturally appropriate they can conuibute to t ese alms , eli I
combination with other skills outlined in this chapter. 50 keep on rea ng.
188 Part 2 ~ Setting the Stage for Learning
consequences are so harsh or shameful that they cause children to feel demeaned or
fearful. Neither of these reactions leads to a healthy sense of guilt or empathy, both of
which are fundamental to self-regulation. Here we refer to this type of negative conse-
quence as punishment. You learn more about punishment in the next portion of this
chapter devoted to adult guidance styles. For now, note that some negative consequences
, help children learn alternative ways to achieve their goals through the process of being
corrected. We refer to these as logical consequences because they teach children logi-
L>
cal alternatives to unacceptable behaviors-how to walk instead of run, how to share
1-
d instead of grab, and how to wait instead of interrupting (Fields, Merritt, & Fields, 2018).
1 Through logical consequences, children gain valuable information and skills they refer
"a: to in future situations.
o
a
How Adults Promote Self-Regulation
All the development and experience-based influences you have just read about greatly
affect how children behave and how they react to adult efforts to guide their behavior,
Consider the four phases of self-regulation. What do you think children need from adults
to navigate them all? In Table 6.4 you see the conditions and strategies researchers have
identified as key to children's eventual artainrnenr of self-regulatory thinking and actions
(Domittovich, Moore, & Thompson, 2012; Koole & Aldao, 2016). These supports are
cumulative in nature, building from one phase to the next.
2
C Looking at Table 6.4, you can see that from the very start there is a lot adults ~an
2 do to help children learn to be happy, productive members of sociery. However, gwdmg
d
c children toward self·regulation is both important and challenging. You have likely heard
2 people say, "Children aren't born with a set of directions." Of course, that's true. Even so,
a there IS good evidence that some approaches to child guidance lead to self-regulation more
"2 easily than others. Let's consider these variarions next.
ir
I,
a
3
a
1-1' I Check Your Understanding 6.4
4 • Manageable expectations
e • Clea~communication of expectations .
e
PhYSicaland verbal assistance to carry out expectations
4
• Rewardsfor positive behavior
c
I. • Clear signals that certain behaviors are inappropriate
• RedirectionWhen engaged in mistaken behavior
OPportuntllesto practice and approximate cesired
Identification behaViors
edIT
IIb«
Differing Approaches to Child Guidance
Olli'
Two preschoolers are "pretend" fighting under the climber. What started as a play-
fib
ful interaction is becoming more shrill and disagreeable.
Teacher 1: Barely notices the children's actions.
Teacher 2: Thinks, "They'll figure it out. Kids usually do."
Teacher 3: Says sternly, "Stop that right now! You know better."
Teacher 4: Separates the children and says in a calm voice: "This started out as a fun
game. Now it sounds unhappy and unsafe. I'm concerned one of you could get
hurt. Let's think of another way to play."
These teachers are exhibiting four different approaches to child guidance. Although most
adults use modeling, instruction, rewards, and negativeconsequences to teach children how
to behave, the way they combine these strategies and the way they apply them differ. This
results in distinct styles of child guidance. Four of the most commonly referenced styles are
uninvolved, permissive, authoritarian, and authoritative (Baumrind, 1967, 1973, 1995).
Each of these styles is characterized by certain adult attitudes and strategies related to these
~ft
four social dimensions: nurturance, communication, expectations, and COntrol.
iOll!
are 1. Nurrurance: How much caring and concern adults express toward children
2. Communication: How much information and instruction adults provide children
about how to behave
3. Expectations: The standards adults set for children's behavior
4. Control: How much and in what ways parents and teachers enforce compliance
Iso. with their expectations
IO~
Differences among the uninvolved, permissive,authoritarian, and authoritative styles
result from varying combinations of these four dimensions (seeFigure 6.1).
Uninvolved adults are low in all four dimensions.
.. Permissive adults are high in nunurance but low in control. They have few expectations
for children's behavior and engage in minimal communication with children .
Adults employing an authoritarian style are high in control and expectations and are
low in communication and nurturance,
Early childhood professionals who are high in all four dimensions demonstrate an
FIGURE 6.1 Differences in Attitudes and Practices Among the Uninvolved, Permissive, Authoritarian, and
- Uninvolved Permissive
Authoritarian Authoritative
D
Control Expectations
II
Communication Nurturance
-
190 Part 2 ~ Setting the Stage for Learning
Few people personify a "pure" style regardless of which one rhey adopt. In faer, from
time to time, adults may demonstrate behaviors characteristic of all four. However, the
majority of grown-ups gravitate toward one style more than the others.
These variations in style have been the subject of research since the late 1960s '. Both
short-term and long-term child effects have been documented with relatively consistent
results over time and across settings (Baumrind, 1967, 1983, 1991, 2013; Kochanska
et aI., 2008). Subsequently, these four styles remain the standard for comparison today
(Hetherington, Parke, Gauvain, & Otis-Locke, 2008).
the permissive style is correlated with delinquent behavior and poor academic performance
(Steinberg, Blatt-Eisengart, & Cauffman, 2006). These negative outcomes are similar to
those associated with the style that is its direct opposite: the authoritarian style.
The authoritative approach to child guidance is the style most strongly related to the
development of self-regulation (Domitrovich er aI., 2012; Morris er aI., 2013). Children
know what is expected of them. They also develop the skills necessary to behave m accor-
dance with that knowledge. Such youngsters tend to be happy, cooperative, and sensmve to
others' needs. They are well equipped to resist temptation, delay gratification, and control
their negative impulses. They are also better able to maintain positive social mteracnons
and initiate constructive social plans on their own. Unsurprisingly, their behavior IS the
most internalized of the four patterns of self-regulation described in this text. For all these
reasons, children benefit when early childhood professionals adopt an authoritative style.
Watch this video of an experienced teacher offering advice to new teachers. Decide which
of the four guidance styles he represents. Compare his strategies for working with high
school students with those you are learning to use in your early childhood classroom.
https:!!www.yourube.comlwatch?v=3ekNZUSdwWw
Be helpful to others
Solve problems with words
Don't laugh when people get hun or make mistakes
Ask people if you can touch their things before you touch them
If the answer to any of these questions is yes, the teacher knows to inrervene.
Although mdlvldual teachers vary in their interpretation of what makes a situ-
auon potentially dangerous Or threatening, considering these three questions
IS a conSistent, dependable means for deciding when to set limits on children's
behavior.
• Authotitative teachers Stop children's unsafe bebavior first and then work on
resolving the problem that prompted it (Bell er al., 2010). When children's actions
are potentially harmful to themselves or others, authoritative teachers step in
unmedlately to hall dangerous actions, At times, doing so requires physical int~r-
vennon such as POSltiorungthemselves between two angry children or using mild
Chapter 6 ~ Child Guidance in Early Childhood Classrooms 195
Take turns.
When planning activities for young children, keep in mind the age, individual needs, and the sociocultural
background of the children with whom you will be working. The table below illustrates how the same
social domain goal of developing classroom rules can be implemented with children of different ages or
abilities. By utilizing different techniques or strategiesteachers can provide appropriate experiences for all
children related to a specific goal.
enforce this expectation, day after day, no matter how tired or otherwise occu·
pled she might be. However, although she sometimes finds children's smacklllg
their lips loudly while they eat irritating, many days she does not want to be both·
ered With restricting this behavior. Because "on again off again" limits do not
proviid e t h e conSIstent
. e nf orcemem children need to learn
' them Ms. WI.Iii ams rol-
erares this minor annoyance to address more innportanr issues for the time belll~'
Later, If she deterrnmes that children's lip smacking truly inrerferes with people
rights at the table, she WIllmake "quiet lips" a limit and enforce this rule each
day. It ISthe nonon of importance that will help you order your priorities and
focus on only a few behavior guidelines at a time, This increases the likelihood
that chddren will be able to follow rules and expectations successfully .
• AuthontatIve teachers remind children of rules matter-of-factly (Gartrell, 2012; 0-
La.rZelereer al., 2013). They know that children may forget what constitures appr
pnare behaVior from one day to the next or from one siruation to another. They
also realize that although children may grasp that certain behaviors such as run-
nmg m the classroom are not safe, youngsters may not be able to substirure a more
acceprableactIon Without coaching. Teachers' reminders take rwo forms. First, yOU
can talk With children about desirable behaviors at tinnes when infractions are not
an Issue'.This allows children to calmly explore the value and reasons for cerralll
expectatIons Without the added pressure of conflict berween their needs or destres
a~d th~e of others. Second, you can remind children of the rules at the moment
th en t e rUI~, are relevant. For example, you might say, "Remember to walk in
t e classroom when you see children running In h '. aid accusatory
statemenssue
t h as," . t ese situanons. av. " v
"IOU
know b erter t han to How many
run in here."tunes have I told you not to run inside? or
RuleS/Expectations Reason
"Scrape the carrot away from you. Like this." Safety: "So the scraper doesn't slip and hurt
your hand."
"Say, I don't like it when you hit me." Safety: "So no one gets hurt or angry."
child's perspective, identifying one's own reaction to the child's behavior, and giv-
ing a reason for that reaction (linked to safety, rights, or property).
When John shares his blocks with Ali, the teacher says:
1. "You gave Ali some of your blocks." (acknowledgment)
2. "I'm pleased }'OUfound some she could use." (adult emotion)
3. "Now each of you has blocks to build the road." (reason)
When Ali knocks John's block tower down, the teacher says:
1. "You had fun knocking down the blocks." (acknowledgment)
2. "I'm concerned John is upset." (adult emotion)
3. "He wanted to keep his tower standing." (reason)
In situations in which behavior change is desirable, authoritative teach.ers add
a fourth part to the "personal message." It consists of a statement that redirects
the child's mistaken behavior toward a more constructive alternative.
4. " ext time, ask before you knock down someone else's blocks" or," ani)'
knock down your own blocks." (redirection)
• Authoritative teachers make positive rules and redirect children's inappropriate 5)
behavior by pointing out more acceptable actions to take instead (Marion, 201 .
Teachers recognize that how expectations and redirections are phrased influences
how well children comply. Because children often have difficulty reversing ongo-
. actions
Ing . stltutIng new b e havi
Or su bstiruri aviors f Or current ones, am h onta. riIve adults
use positive, specific directives such as "Put your hands in your pockets" rather
h I .
t an re ymg on neganve. statements like "Don't fidget" or "No pus himg. " LIke-"
wise, they might say, "Sing softly, don't shout," instead of only "Don't shout, so
children have a clue about what to do in place of shouting. . bl
• Authoritative teachers use positive consequences to maintain children's desIIa e
behaviors (Baker & Ryan, 2014; Wolfgang, 2009). Authoritative teachersrecog-
nize the effort required by children to display positive behaviors or comphance,
and they take the time to acknowledge these productive outcomes, The most 1
common tool they use is effective praise. As you may remember from Chapter _,
effective praise gives children specific feedback about the appropriare behavl?rs
they display and why such actions are desirable. This contributes to c~ildrene~ aI.,
natural motivation to learn and moves children beyond adherence (Reineke b
2008) . M s. T·ammoto ISre . inf orcmg. Bert's efforts to remember to rarse . his1
hand Y
saying, "Bert, you remembered to raise your hand. That shows you have some-
thIng to tell us." She does not simply say "Good job Bert." The former com- d
menr hiIghliIgh ts Bert's appropnate
.', behavior in a way that makes sense to hun. b" an
acknowledges that he has followed a classroom rule. A perfunctory "Good )0
.
comment giVesBert .. mformanon
lmle ·lll~he can draw on in the future and WI
its effectiveness over time .
. At times, teachers implemenr posiriv- consequences in the form of earned
pnvtleges. For Instance, if the rule is "Push the keys on the computer one at a .11
time," children might be told that when they can demonstrate this skill they WI
be allowed to use the computer on their own. By granting increased indepen- h.l-
denc;, the.reacher cpnrributes to children's social competence and promotes c I
dren s feelIngs of self-efficacy.
Of·n a ew OccaSIOns,teachers use tangible rewards, such as stickers or s tars
On a progress chart, to help certain children develop skills that will eventually r-
contnbute to self-regulation. For example, the teacher creates a plan in partne
ship With a child (and sometimes the child's family) in which the child earns a
star for each hour she is able to function in the classroom without shouting out.
The VISIbleevidence of her success represented by the sticker may be just what
~,hlschild
utlllg needs to recognize her accomplishment and be motivated to contr?~ her
;ho " Impulses the next hou~. As the child gains success, the teacher ~l
g adually replace the stars WIth pnvileges or praise. This is done so that childreD
Chapter 6 ~ Child Guidance in Early Childhood Classrooms 199
statement that repeats the rule and describes to the child what will happen if the
rule is broken (Kostelnik er aI., 2018). For example, if the rule is "Push up your
sleeves before you paint," the warning could be "Eirher push up your sleeves. "
yourself, or Iwill help you." If the rule is "Wait your rum at the water fountain,
the warning might he "Either wait your turn or go to the end of the line." In both
cases, the warning gives children the opportunity and incentive to change their
behavior themselves. It also serves as a signal that if they do not comply, the adult
will take steps to ensure compliance. Maintaining a calm demeanor is essential so
that the warning is a plain statement of fact, not a threat. Its purpose is to pro·
vide maximum guidance to children before adult enforcement .
• Authoritative teachers follow through when children fail to comply (Charles,
2014). Following through helps children make a connection between the broken
rule and a more desirahle alternative behavior. Because logical consequences are
educational, following through gives children valuable information about how.to
redirect their behavior. It also shows them that adults mean what rhey say, which
makes the classroom predictable (Harlacher, 2015).
The follow.through procedure consists of first acknowledging the child's
desire within the situation. This acknowledgment is a nonevaluarive summary
of the event from the child's viewpoint. The next step is to repeat the warnmg
briefly and then declare that the consequence will take place. Here is a sample
script: "Ralph, you're eager to get a drink. Remember, Isaid either wait your rum
or go to the end of the line. Now go to the end of the line." The teacher warts a
moment to see if Ralph can do so himself. If nor, the teacher will escorr Ralph to
the designated Spot as a way to maintain enforcement.
Following through in this way must be consistent. Every time the rule is bro-
ken, the consequence must be enforced. Rules enforced erratically, varying from
situation to situation Or from child to child, are rules that children ignore. It is for
thOISreason rh at aut hori
onranv- teachers insist on only a few rules as a way to mam-
tam consistency.
Rule enforcement must be immediate. Once the teacher gives the warning and
a short time for the child to comply, he or she must follow through if complian~:
does not occur. Long delays between when the child breaks the rule and when
follow-through takes place diminish the educational impact of the consequence.
\Vhen warnmgs are consistently followed by enactment of logical conse-
quences, teachers' actions become predictable ro children. Youngsters learn that
If they do not comply at the warning stage, a follow-through will take place. ThiS
strategy encourages them to respond to the warning without having to experI~nce
a consequence directly. Behavior change at this point shows some self-regulatlones
by chIldren, although at the adherence level. Gradually, children learn to use rul
and their accompanying reasons as a behavioral guide. In this way, they begm to
exercise more COntrolover t herr. con ducr wh:
uct while teachers exert less. Th us, children
gradually make the transition from external to internal behavior controls.
,.
You're The Observer 6.1
Watch the video of a child h . h . . I make
. A IV 0 IS avmg difficulry sharing the building marena s to
trams. ssume you are a pe b '. her says,
r
ware h w h at she does durin
. erh0 serVet
'. in this program. Listen for what the teac
g t e aCtiVIt}',and then answer the questions.
--
• Authoritative teache-, c 11b . hildr n's
If· 0 a orate With family members to promote c e
~~it-~:re~a~f~h(Grantf& Ray, 2016; Kaiser & Rasminsky, 2016). Children ~~
to war d mutua Iesigru
goal K
icanr adults in their lives communicate and work toge
. . b t
s. nowmg this, teachers talk with family members a ou
Chapter 6 ~ Child Guidance in Early Childhood Classrooms 201
their expectations for children and the guidance straregies they use at home. In
rum, teachers acquaint families wirh expectations held for children in the early
childhood serting, answering family members' questions honestly and openly. In
addition, early childhood staff members talk with family members abour mutual
ways to help children achieve self-regulation. These conversations are held in a
spirit of shared learning and support .
• Authoritative teachers adapt their guidance strategies to accommodate children's
special needs (Allen & Cowdery, 2017; Gadzikowski, 2013). All young children
need to learn how to share, take turns, manage their emotions, respond to the
needs of others, and follow certain rules. This includes children with disabilities.
The authoritative teaching techniques discussed in this chapter can be used effec-
tively with children whose abilities vary widely. However, adaptations are some-
times required to accommodate children's special needs. Specific accommodations
will depend on the child. Naturally, the strategies you might use to support a
child with a hearing impairment may differ from ones used to support a child
who has cerebral palsy. Specific ideas about how to guide the development of
self-discipline in children who have special needs are derived by consulting with
family members, specialists in the field, professional organizations, and the litera-
ture (Kostelnik et aI., 2018). In many (but not all) cases, it may take some chil-
dren longer to consistently apply the skills they are learning (Gargiulo & Kilgo,
2014). An example of how one teacher accommodated the special needs of a
child in her class while establishing expectations for his behavior at school is illus-
trated in the Inclusion feacure as follows.
Brian, age 3, came ro my pre-K classroom in August. Not long after that he was
officially identified as needing special education for speech and language. He had
particular difficulty producing language sounds and had mild hearing loss.
One of the goals we (his parents, the speech therapist, and I) established was
to have Brian feel part of the group. This included followmg baSICclassroom rules
expected of all the children. Sirting at group time was one of these rules. Initially,
Brian decided that he absolutely wasn't going to sit with the other children during
group time. In the beginning I allowed him some leeway on this because I knew he
didn't quite understand the situation. However, once he had some expenence WIth
group time and he still wouldn't comply, I assisted him. I helped him Sit down. I ~ade
eye COntact and I said "This is group time; you have to stay here a few minutes. We
kept group time very short, To help him comply, I would have him SIt next to me or
next to my aide. Many times I had him sit on my lap, and she (the aide) would le~d
the group. As he became better able to sit through the aCtlvltIes, I rned to have .111m
stay there on his own. Each child in my class has a carpet square to de~~gnate his or
her place to sit. I would help him sit down on his carpet square, and say, This~s yo,:U
space" or "Would you like this one? You can have this one ..I II help you Sit ere.
.
Sornerirnes Brian sat and sometimes h didn' Sometimes we would have to
e I n r. id I ld
. E h ri he got up my ai e or wou
repeat the expectations three or four times. ac time d nersi h
. . 'k if stayed calm an persistent, t e
retneve him, We were very consistent. We new I we S hild k
d ay would come when he would SIt in group WIt out out help '. orne c I ten ta e
. ' . h
a long, long time. We had to follow through with our expectations
many times a day Besides setting limits, we made sure group time
'. ful and found that
was f un too. By midyear, Brian was more success
group time could be an enjoyable part of the day.
Children 7 and 8 years old will be better equipped to respond to this rule. They have
both the oral and physical skills necessary to wait and to signal with a raised hand that
they desire to speak.
1. Watch and listen. Keep children in view from a short distance. Make yourself available if children want your
help, but let them work things out if they can.
2. Add or take something away to make a situation easier for children to manage on their own. For instance, too
few objects for children to use in the water table could lead to squabbles. Adding a few more might be all that is
needed for children to share more successfully. In contrast, too many objects in the water table might make
pouring and playing without splashing one another difficult. Removing a few items could make using the
materials cooperatively easier for children.
3. Say what you see. "It looks like two people want to use the funnel at the same time." "It looks like there's a
problem here." "You found a way to share the water wheel. That was a friendly thing to do."
4. Provide more infonnation. "You thought he was splashing you on purpose. He was trying to get all that water into
that little hole and a lot splashed out. It was an accident.""Sometimes when two people want the same thing at the
same time, they decide to share or take turns."
5. Pose questions and make plans. "What could you do to solve this problem?" "What could you do instead of
hilling her to show you're angry?" "Lers make a plan so this won't happen again."
6. Give choices. "John is using the funnel right now. You may use the strainer or the green plastic tubing."
"It's cleanup time. You may put away the smocks or drain the water out of the table."
7. Physically intervene. Stop hurtful actions such as hilling by catching the child's hands. Hold onto a wiggling
child to help him or her hear what you are saying. Separate two children who are pushing.
8. Help children negotiate problems. Serve as a translator in the siteation, "Did you like it when he scratched you?
What could you say to him about that?" "What did you want?" "James, you think II would be okay to take turns.
What do you think, Robert?"
9. Remind children of limits. "You really wanted the water wheel. It bothers me when you grab to get what you want.
Ask Jerome for a turn next.""Remember, we have a rule that everyone must share the toys at the center." "I cant let
you hll him. Hitting hurts. say, 'I'm next:"
10. Link consequences and actions. "Ellher take turns with the water wheel or you'll have to choose something
else to do." "If you hit again, you'll have to leave the water table." "You found a way to get everyone's container in
the water table. That solved the problem."
11. Take action in conjunction with the child. "You're having a hard time remembering to share the things at the
water table. Let's look around for another activity for you to do." "You splashed water allover Jenny. Let's get
some towels and help her dry off."
12. Enforce consequences. "You hit. Now you must leave the water table."
In addition to these strategies, team members might agree to adopt the authoritative
strategies outlined in this chapter a few at a time. Colleagues may practice as well as observe
and listen to one another and provide supportive feedback regarding successes and ways to
improve their skills. The checklist provided in Figure 6.3 is a simple tool that team members
1 could use to guide their observations.
I
~
Bridging Home and School Approaches to Child Guidance
Children learn best when the behavior lessons they encounter at school are simi"1 ar to those
.
they are learning at horne (Espinosa, 2010; Grant & Ray, 2016). Of course, some vana-
tions are inevitable, but if the overarching philosophy is shared, children tend to feel more
confident and secure about how to navigate rhe social settings in which they participate-
Directions: This tool can be used as a self-check measure or as a rating scale completed
by an on-site observer. It can be completed in a single 3D-minute observation or over
mUltipleobservations. Items should be scored according to the following key:
D ~ Seldom used or not observed 1 ~ Sometimes used 2 ~ Used most of the time
Maximum Score = 36
- Demonstrates respect for children: Listens to children allows children to finish what
they are saying, picks up on children's interests as th~ subject of conversation,
acknOwledgeschildren'scomments and questions
- Offers children choices
- InclUdeschildren in classroom decisions
- States rUlesthat promote safety, protect property, or protect others' rights ,
-- States expectations positively:"Ride on the cemenf' not "Don't ride on the grass
-- SU9gests alternatives to unacceptable behaviors: ~sk for a turn" or 'Walk" instead
of No runmng Inside"
- AcknOwledgeSchildren's positive behaviors
-- Offers reasons for expectations
- States consequences that are immediate
- States consequences that are consistent
- States consequences that are logical
- Uses an appropriate warning prior to enacting a consequence' States the warning
as an either-or statement linking the rule to a logical conseque'nce
- Follows through on the stated consequence if the child does not comply
- AcknOwledgeSthe child's viewpoint in problem situations .
- aIntervenes
limit Whenchildren are aggressive by stopping the hurtful actions and setting
- Uhselds
proximity control: Moves near children to survey the situafion and gives
c I ren cues to change behavior
- Uses gentle restraint:The adutt holds one child back from hitting another child
Chapter 6 ~ Child Guidance in Early Childhood Classrooms 205
The key to achieving more consistency between home and the program is to esta blish
open channels of communication in which everyone feels valued and respected. The first step
is to share basic information. Parents need to know how children will be socialized in the
early childhood setting and the rationale for particular goals and strategies. They also need
to receive accurate information about their role in the process. Practitioners, in turn, need
to know about parents' aspirations and expectations for their children and what measures
families use to promote these. To better understand family culrure, early childhood educa-
tors must be good listeners. This kind of information could be exchanged during a home
visit, at a program orientation, or through written materials.
Consistency is further enhanced when parents, teachers, and administrators get together
to explore values and philosophies. Workshops, parent-teacher conferences, and informal
discussions at the classroom or program level are effective ways for school sraff and parents
to share ideas and problem-solving techniques related to child socialization (NAESP, 2014;
Scully & Barbour, 2014). These times are most productive when the emphasis is on mutual
understanding and collaboration.
Summary
Young children are nor born knowing the rules of society
The extent to which children e xhibi I It se If - regulation is
or the settings in which they participate. How to achieve
affected by developmental actors sue as e morionalinflmatu-ce
f h
their goals in socially acceptable ways and get along with
others are things children have to learn how to do. This riry, cognition, language, an dAn memory. 0 rher
Thr uen hour
learning continues throughout the school years. Parents, is childten's daily experiences With people. . 0 ughave
.
early childhood, parents an d teac hers III . parncu.
1h'ldren
ar
teachers, other significant adults in children's lives, and
peers all contribute to the lessons children experience dur- a tremendous impact on which social behaviors Cit.
adopt. These grown-ups use a vanery . 0 f socia. lization stra s [0
ing this time. Initially, young children depend on others
.
egies such as modeling, instruction, an co. d nsequence
Howeve~
to direct their behavior for them. However, with time,
'they learn ro respond to rewards and punishments or help children learn acceptable codes of behavior- h arne
not all adults use Or combine . t hese straregi .es III .res Ived
he moral codes of admired adults as clues about how to
way. Four of the most common vanatIons- .. unlDVO,
b the
ehave. These guides are useful and necessary but do nor
.,
permissive, authoritarian, and authorirative-r- have.' eenand
epresent the most self-regulated form of social behavior,
. .
sublect of much research. The urunvo ve ,p I d erITllSSlve, nder-
rhich occurs only if children treat certain standards of
onducr as logical extensions of their beliefs and personal authotitatian styles yield negative resulrs that can U chil-
. seIf-regu Iarion and positive
rnme .. socra I a d'usrrnent
J I IIIlinked
alues. We call this internalization. Internalization equals
If-regulation. Self-regulating children grow into ethical, dren. The authoritative style has been most stronglY much
rnpassionare people who do what they think is right to to the development of self-regulation. Consequent 1', ass -
O
PPOrt their internally constructed perceptions of right of this chapter is devoted to describing techlllques n be
d wrong. . d Wit
crate . h authonranve
'. .
teaching. S uc h s trategles'd cabasis.
applied in a single classroom or on a program-WI e