Title: Identify developmentally appropriate guidance techniques.
Course: Early Childhood, Education, and Services I (19153-I) > Section: Promoting Physical, Cognitive, Language, Social, and Emotional Development

Identification includes advantages/importance of

- good planning
- establishment of rules
- classroom management procedures
- direct/indirect guidance skills
- redirection
- forbidden actions for staff (e.g., physical punishment, demeaning remarks, applying unpleasant substances [e.g., hot sauce for biting, unpleasant substances on thumb for thumb-sucking])
- positive reinforcements (e.g., verbal encouragement, body language, eye contact).

Process/Skill Questions:

Thinking

- What is meant by developmentally appropriate guidelines?
- What criteria should be used to select guidelines for behavior?
- What are some potential consequences of having/not having guidelines for behavior?
- How can we use positive guidance techniques to guide children's behavior?

Communication

- What communication skills are needed to guide children in terms of appropriate behavior?
- How are developmentally appropriate guidelines communicated to children, families, and the community?
- What verbal and non-verbal methods and techniques can caregivers use to foster positive adult-child communication?
- Which communication and guidance techniques are most effective with specific age groups (e.g., infants, toddlers, preschoolers, school age)?

Leadership

- What leadership skills are needed to implement guidelines for behavior?
- How can guidelines be evaluated to determine their effectiveness in promoting appropriate behavior?

Management

- What training and resources are required to implement guidelines that promote appropriate behavior?
- How can instructional or play activities be managed to encourage appropriate behavior?
- How do early childhood professionals establish and implement rules in the childcare setting?
- How do early childhood professionals foster children’s self-care skills?