Positive Child Guidance
Entry-Level Training Module III:
Lesson One
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Terms to Know…
Guidance

Long-term strategy that teaches children desired behaviors
without diminishing the child’s self-esteem
Discipline

One part of child guidance that uses external control over the
child to teach desired behavior
Punishment *

Negative action taken by an adult to coerce or force a child to
obey them. It usually involves physical or emotional pain.
Mis(taken)-behavior

Most common reason for misbehavior. S/he is mistaken about
how best to get his/her need(s) met. Usually experimentation,
imitation, or has an urgent
unmet need.
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Punishment vs. Guidance
imposes penalty
imposes control
not related, respectful
moral judgment
overpowering
inconsistent
teaches, encourages
shares control
related, respectful
behavior is judged, not
child
empowering
consistent
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The Problem with Punishment
Decreases self-esteem and ability to learn
Increases aggression, resentment, resistance,
rebellion
Decreases self-control, adults have to continually
monitor children’s behavior
Teaches, “when you’re angry, hit”
Doesn’t teach constructive way to resolve conflict
Can create withdrawn and passive children
Exposes children to violence
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Prohibited Actions
Corporal punishment *
Emotional abuse *
Unsupervised separation from the group
Punishment for toilet accidents
Withholding food, light, warmth, clothing,
or medical care as punishment
Physical/mechanical restraints
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Guidance Terms/Techniques
Ignore behavior
Prevent problems
Natural consequences
Modeling
Distraction
Redirection/substitution*
Active listening
I -messages
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Offer choices
Reinforcement
Logical consequences
Limit-setting
Teach social skills
Problem-solving
Response cost
Time-out
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Guidance Styles
Permissive

Child has all the control over behavior
Authoritative

Child and adult share control over behavior
Authoritarian

Adult has all the control over behavior
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Guidance Outcomes
We WANT to…
Maximize learning
and development
Prevent problem
behaviors
Promote positive
behaviors
Teach children selfcontrol
We DON’T want to…
Get into power struggles
Cause resentment,
rebellion, retreat
Embarrass, shame, or
humiliate
Teach children how to be
“good” only when an
adult is watching or
bribing
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Influences on Behavior
Environment, physical and social (peers)
Attitudes (self-fulfilling prophecy)
Cultural Values
Family Issues
Past Experiences
Developmental Stage
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Ghosts in the Nursery…
How, when, and why were you disciplined as a
child?
List all the discipline methods your parent(s)
used…
List the sayings your parents used when they were
angry or disappointed with you…
As an early childhood professional*, which of the
above techniques or responses will you NOT use?
What will you do instead?
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Key Practices
The teacher realizes that social skills are complicated
and take into adulthood to fully learn
The teacher reduces the need for mistaken behavior
The teacher practices positive teacher-child relations
The teacher uses intervention methods that are solution
oriented
The teacher builds partnerships with parents
The teacher uses teamwork with adults
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