Guidance Tradition
CHAPTER 1
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360969?cid=APL1
Basis of Guidance
 Lies in the belief that human nature has the potential
for good.
 The role of the adult is not to drive the evil out of the
child, but rather to help the child develop personal
strength to make wise decisions.
Autonomy
 Is the primary goal of guidance.
 Being able to make decisions
 Stand up for ones self
 And ?????
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Conflict Management
 Ability to resolve and prevent conflicts.
 steps include
 Calm down
 Define the problem
 Brainstorm solutions
 Select solution
 Try it out
 If it does not work go through process again
Encouraging Classroom
 Children are viewed as learners and worthy members
of the classroom.
 Positive leadership is displayed
 Respect is shown
 Each individual is affirmed
John Comenius
 Valued early childhood and saw parents as a child’s
first teacher.
 All children are deserving of an education
 Forbid corporal punishment
 1592-1670
Johann Pestalozzi
 Advocated education that addressed “hand, heart
and mind”
 Teachers need to continually monitor their methods
to keep children engaged and interested in learning
 1746-1827
Robert Owen
 Owen believed that people are more productive if
they are spoken to with respect and treated nicely.
 children were not punished
 Teachers were kind
 1801-1877
Fredrich Froebel
 Father of kindergarten
 Extension of family life
 Innate impulses of child could develop through play
and play like activities
 Respect for the child
 1782-1852
Maria Montessori
 Children learn through responsible decision making
in in a prepared enviroment designed to further each
child’s development.
 Mix of freedom and structure
 1870-1952
John Dewey
 1859-1952
 Progressive education
 Connection between curriculum, teaching methods
and the kind of discipline necessary.
 Emphasis on project methods
 Develops cooperation
Jean Piaget
 Children think differently from adults
 Constructivist education
 Locus of control
 1896-1980
Alfred Adler and the Self Psychologists
 If children feel safe in all terms in the environment
then they will do better. Children need to feel good
about themselves before they can participate fully in
society
Rudolf Dreikurs
 Teachers need to be leaders not bosses
 Difference between encouragement and praise
Hiam Ginnott
 Psychology of acceptance
Developmentally Appropriate Practice
 Establish routines and expectations for the children
 Use modeling and encouragement
 Redirect behavior
 Set clear limits
Guidance
 Teaching children to learn from their mistakes,
rather than punishing children for making mistakes
 Teaching children to solve problems rather than
punishing children for having problems they cannot
solve.
 Empowering the children to be capable members of
the class
Conflict Resolution
 Solve problems and learn how to
Parent Teacher Partnerships
 Positive parent teacher relationships need to be
fostered