Philosophy of Child Guidance

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Philosophy

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Feb 20, 2024

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Philosophy of Child Guidance Hannah Martin Tidewater Community College 1

Philosophy of Child Guidance There has been lots of research done with the outcome being able to find the best way for children to get their education. Teachers and other educators have benefited from the opportunity of getting to use technology. Researchers have been influenced by all kinds of theorists’ views and their observations show a variety of results. Every child is different, and nobody is or will ever be the same. Most teachers are influenced from their personal backgrounds but as well as their peers and theories and research. Teachers and educators should seek continuous training because as the years go on things change. If not, they may not know what something is or how something may work because they will be used to the things that have been replaced. Research Guiding the children's conduct takes place throughout the day, not just at specific periods or when the child does something that might get them in trouble. To guide a child's conduct, a routine must be established, but rules must also be modeled (L. Dombro, J. Jablon, & C. Stetson 2011). The instructor must also be 2

able to pay attention and be aware of what is happening around them. These items will make the child feel secure, recognized, and safe (L. Dombro, J. Jablon, & C. Stetson 2011). Children are experiencing your attention and guidance as caring and holding everything together Children perceive your attention and guiding as caring and bringing things together. Guiding children in the correct way, ensuring that they are doing the right things, and supporting them shows them that you are on their side, not against them (L. Dombro, J. Jablon, & C. Stetson 2011 58). Emotional and behavioral issues among young children have a negative impact on their academic performance. (C. Cybele, 2002). In Virginia for many years there was only two guides to use which were the Milestones of Child Development (0-3 years old) and Foundation Blocks for Early Learning (4 years old). Now we only have one that covers birth to the age of five which is the Virginia’s Early Learning & Development Standards (ELDS) The Basics Teachers and educators may assist children in three ways that will allow them to appreciate every day. The first method is to be explicit about the duties that have been assigned to each member of the team and to discuss who will do what when. The idea is to be predictable so that the children can engage and 3

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watch for the following step. This will assist to reduce some of the problematic behaviors that may occur. There are three ways that teachers and educators can guide children in the right way and to be able to enjoy each day. The first way is being clear about the roles that have been set and talk amongst the team knowing who will do what and when. The goal is to be predictable to help the children participate and watch for the next direction. This will help reduce some of the challenging behaviors that could potentially arise (L. Dombro, J. Jablon, & C. Stetson 2011). The second way that teachers might utilize is to combine two voices, physically and figuratively. This will assist convey a clear message to the children. Many children will check with one instructor, and if they don't like the answer, they will go and question the other teacher (L. Dombro, J. Jablon, & C. Stetson 2011). When the children can hear both voices from various areas of the room, they will feel more relaxed. It does not always have to be serious; little fooling about is OK. Students will frequently like the regularity of the voices' ability to bounce back and forth (L. Dombro, J. Jablon, & C. Stetson 2011). The last approach that teachers might be able to assist steer children positively is by utilizing regular check-ins with one another regarding what the kids are doing and how they are responding to the activities and their classmates (L. 4

Dombro, J. Jablon, & C. Stetson 2011). The more present the instructors are, the simpler it is for them to communicate with one another. Frequent check-ins would result in a calmer classroom with fewer problematic behaviors (L. Dombro, J. Jablon, & C. Stetson 2011). Studies have been conducted in a variety of contexts and with diverse populations, and the results are consistent. Studies have been made in many different settings, with different groups and the results are similar. Intentionality Creating an atmosphere with goals takes intentionality. The instructor will design effective encounters. They must listen with all their senses for indications from the children to choose when and how to act. When working with others, make sure to include your actions and voice. Take the temperature of the class and verify that all adults are in unison to provide that balanced and strong educational experience. Sanchez, D., Steece-Doran, D, & Jablon, J. (2013) Common Language Teachers must communicate well to give high-quality care and instruction. Define, distinguish, and identify the distinction between difficult and harmful conduct. Something characterized as repeating patterns of conduct that impede the 5

learning process of the child, peers, and adults, depending on their impacts. The other causes injury to the child, other children, or adults. This one can lead to destruction of property, physical harm, and/or injury. Other key concepts include what is developmentally appropriate, exclusionary discipline tactics, restraint, isolation, time out, and any other required measures. Theories John Locke (1632-1704) thought that kids were born with an empty slate, or tabula rasa. They regard the kid to be a passive learner, with all learning and behavior coming from nature and people. Here, praise is a pleasant encounter. Time-out may make kids feel rejected, build a bad self-image, and cause rage. It might also drive the children to grow rebellious and seek vengeance. Locke's effect includes ratios and purposeful interactions. According to behavioralists, class size influences the amount and quality of interactions. Piaget (1896 – 1980) Because the stages always occur in order, theories provide parents, medical workers, and educators with an understanding of what to anticipate. Piaget also encouraged accommodation by questioning children's pre-existing schemas and considering their preparedness to grasp new information. Cognitive constructivists place importance on mental processes. Strategies 6

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In my classroom I like to incorporate that the children feel secure, safe, loved, and accepted for who they are. I always make sure that the children who are in my care know how much I value them and how important and safe they are with me. They are the reason I love getting up to go to work. I love them telling me their stories. When they are in my care, I want them to be able to learn as much as they can because that is what they are at school for. I have taken so much pride in talking to other teachers and the admin at the school to get pointers and advice on how I can do better and have more understanding of the kids. I have taken a few training courses outside of work to gain more knowledge and have more practice. I want to be able to learn to communicate with the parents on the communication and behavior log that we have for our kids. Some days are harder than others especially being in a sped classroom because the kids don’t know the most efficient way to communicate or talk about their feelings and they will scream and cry when they get that way. “Positive communication style indicated that they (teachers) also see children as competent, as having choices, and as worthy of respect”. (Marion, Marian C. Guidance of Young Children (P.10). Pearson Education.) 7

References Dombro, L., Jablon, J., and Stetson, C. (2011) Young Children .Powerful Interactions.Pages 12- 20. Dombro, A.L., J. Jablon, & C. Stetson. 2011. Powerful Interactions: How to Connect with Children to Extend Their Learning. Washington, DC: NAEYC Marion, M. C. (2019). Guidance of Young Children (Tenth edition). Pearson Education. Kindle Edition) Michael J. Haslip, Ayana Allen- Handy & Leona Donaldson (2018): How urban early childhood educators used positive guidance principles and improved teacher -child relationships: a social - emotional learning intervention study, Early Child Development and Care, DOI: 10.1080/03004430.2018.1507027 https://doi.org/10.1080/03004430.2018.1507027 Cybele Raver, C (2002). Social Policy Report. Emotions Matter: Making the Case for the Role of Young Children’s Emotional Development for Early School Readiness. https://files.eric.ed.gov/fulltext/ED595504.pdf Virginia’s Early Learning and Development Standards (ELDS), birth-five learning guidelines . VA LEADS ECSE. (n.d.). http://va-leads-ecse.org/Resource/JWHaEa5BS75fOuBmZpPnZQ/Resource-virginias-early- learning-and-development-standards-elds-birth-five-learning-guidelines . 8

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