Child Guidance

1. Summarize theories related to child guidance.
a. Outline a variety of guidance techniques to use with different age of children based on developmental needs and abilities.
b. List characteristics of positive interactions and supportive relationships with children at different stages of development.
c. Contrast positive and negative forms of guidance.
d. Summarize children's social development.

2. Explain how appropriate guidance promotes autonomy, self-discipline, and lifelong social skills in children.
a. Describe development of self-concept and self-esteem.
b. Discuss the process of emerging self-discipline.
c. List positive social behaviors which should be encouraged in classroom settings.
d. Explain how positive guidance promotes growth and development.
e. Describe development of moral competence in children.
f. Explain the role of indirect guidance techniques in classroom management.

3. Recognize the impact and influence of families and culture in guiding children.
a. Discuss anti-bias curriculum goals.
b. Describe how cultural differences affect guidance.
c. Discuss the role of culture in children's interactions and responses to conflict.
d. Describe the importance of working with parents to solve guidance issues.
e. Discuss family issues which may influence children's behaviors and ways to assist children in coping with these stressful or frightening situations.

4. Promote development of positive self-concept and prosocial behaviors in children.
a. Discuss how a teacher's guidance techniques affect children's self-esteem.
b. Demonstrate techniques teachers can use to facilitate positive social interactions among children.

5. Apply appropriate guidance techniques to specific situations relating to children's behaviors.
a. Observe and record children’s behavior using anecdotal records.
b. Give examples of individualized behavior plans that classroom teachers may be given to implement with children who have special needs.
c. Demonstrate appropriate ways of communicating with children (e.g., active listening, "I" messages, positive statements, etc.).
d. Use developmentally appropriate group management strategies to provide an atmosphere that enhances learning.
e. Provide environments and learning experiences that promote development of children’s trust, autonomy (e.g., decision-making, self-assessment and self-help skills, etc.), initiative, industry, and identity.
f. Demonstrate skills in classroom management and guidance techniques as they relate to common problem behaviors (e.g., biting, hitting, tantrums, inappropriate language, high activity level, etc.).
g. Recognize true problem behaviors and identify professional resources for specific developmental or family needs.

6. Demonstrate skills in helping children resolve conflicts.
a. Support a classroom culture that fosters trust, caring, cooperation, responsibility and leadership.
b. Implement principles of conflict resolution.
c. Demonstrate teamwork skills when guiding children.