Child Development 2_Plan & Materials_Unit 7_Positive Guidance
Unit 7: Positive Guidance
Child Development 2 Curriculum
Page
Contents
2
Unit bubble map
3
Benchmarks
4
Products plan
5
Daily schedule
6-7
Teacher notes
8
Materials
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
Child Development 2
Unit 7: Positive Guidance
Activity Product 2
* Worksheet on
ignoring behavior
Activity Product 3
* Reflection on own
background of
discipline
Section Product 1
* Public service
announcement on child
guidance – plan
Activity Product 4
* Notes and answers
from CDA reading
Activity Product 5
* Volunteer
observation /
reflection on
guidance
Activity Product 1
* Notes on ELTM
lecture
Activity Product 1
* List of
characteristics
desired in a child
* Public service
announcement on a
positive child guidance
technique – production /
presentation
Activity Product 6
* Positive
statements
worksheet
Elizabeth Andress_St. Paul ABE_8/26/11
Final Product:
Activity Product 2
* Vocabulary
flashcards
Section Product 2
* Vocabulary quiz on
child guidance terms
Activity Product 6
*
Activity Product 3
* Word search
puzzle
Activity Product 4
* Video listening
worksheet
Activity Product 5
* Quia on-line
vocabulary practice
games
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
Unit Benchmarks
Final Unit Product (Description): Public service announcement on a positive child guidance technique
Section Product:
 Learners will
produce…
 Public service
announcement on
child guidance – plan
Reading
Study skills
 Take notes from  Write script for
reading
public service
 Identify preferred announcement
method(s) of
note-taking
 Speak to children
 Reflect on personal
using positive
experience and
statements
relate it to theory
 Make a verbal
 Apply guidance
public service
principles to given
announcement on
scenarios
audio / video tape
and/or in front of a
group
 Use digital audio
or video recording
 Save files to flash
drive or dropbox
 Vocabulary quiz on
child guidance terms
 Scan for target

vocabulary terms
in textbook
 Use flashcards to
study vocabulary
 Take notes from
 Decide on how to
lecture
convey message to
 Take notes on video, target audience
listening for main
points and key ideas
 Use on-line tool to
study and quiz
vocabulary
Elizabeth Andress_St. Paul ABE_8/26/11
Writing
Grammar
Speaking
Listening
Critical thinking
Technology
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
Products Plan
Section Product 1 (S1)
Description: Public service
announcement - plan
Materials:
PSA Activity guide – teacher
reference
PSA Activity guide – teacher
create from reference
Section Product 2 (S2)
Materials
Activity Product 1 (S1-A1) Activity Product 2 (S1-A2) Activity Product 3 (S1-A3)
 Behavior worksheet (S1-A2) List of characteristics
Worksheet on ignoring
Reflection on own
 CDA pp. 187-195, 232-238 desired in a child
behavior
background of discipline
(S1-A4)
 CDA reading worksheet (S1- Activity Product 4 (S1-A4) Activity Product 5 (S1-A5) Activity Product 6 (S1-A6)
A4)
Notes and answers from Volunteer observation / Positive statements
 Volunteer assignment (S1CDA reading
reflection on guidance
worksheet
A5)
 Positive statements worksheet
(S1-A6)
Materials
Activity Product 1 (S2-A1) Activity Product 2 (S2-A2) Activity Product 3 (S2-A3)
Description: Vocabulary quiz  ELTM Module 3 – Lesson 1, Notes on ELTM lecture
Vocabulary flashcards
Word search puzzle
on child guidance terms
pp. 93-104 (S2-A1)
 Vocabulary flashcards (S2Materials:
A2)
Activity Product 4 (S2-A4) Activity Product 5 (S2-A5) Activity Product 6 (S2-A6)
On-line vocabulary quiz
 Word search puzzle (S2-A3)
Video listening worksheet Quia on-line vocabulary
Student computers
 A Guide to Positive Discipline
practice games
Quiz – teacher reference
video (S2-A4)
 Video listening worksheet
(S2-A4)
 Student computers (S2-A5)
Final Product (FP)
Public service
announcement on a
positive child guidance
technique – production /
presentation
Materials
 Student computers
 Student flash drives
or
 Dropbox account
Elizabeth Andress_St. Paul ABE_8/26/11
Final Product Description
Students work alone or in teams to create a public service announcement (PSA)
to bring attention to one important aspect of positive guidance with children.
The audience may be parents or child development professionals with children
of a particular age group. The announcement can be written as a 30-60 second
radio or TV spot. Students have the option to do an audio or video recording of
the PSA.
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
Daily Schedule
Day
1
Time
5
15
30
20
20
25
5
2
20
10
5
15
35
3
30
5
10
5
30
55
15
5
Activities
Introduce next four units, “Classroom Management” – includes guidance, set-up, etc.
S1-A1 – ELTM icebreaker
S2-A1 – prepare Ss to take notes; ELTM lecture
S1-A3 – with ELTM slide 10
S2-A2 – hand out ELTM p. 95 Guidance Terms and flashcards; teach/model/practice
using flashcards as study tool
S1-A2 – ignoring behavior worksheet
S1-A4, S2-A3, S1-A5 – Assign homework; hand out volunteer assignment
Homework
S1-A4: Assign CDA reading, notetaking and worksheet
S2-A2: Practice vocabulary with
flashcards
S2-A3: Word search puzzle
S1-A5: Volunteer assignment
S1-A4 – Check CDA reading homework together
S1-A6 – Do first 2 together; assign as homework
S2-A3 – Spot-check word search puzzle, Ss help each other complete
S2-A5 – Give Quia vocab game guide sheet; demonstrate in class; have Ss plan how
they will get computer access for practice before Friday; preview Friday vocab quiz
S2-A4 – prepare to listen with listening worksheet; show segments of video; review
worksheet
S1 – Ss work alone or with others to prepare their PSA
Wrap up
S1-A6 – Check or collect homework
S2-A5 – Check in on Quia games – used? ok? like?
STUDENT COMPUTERS
S2 – On-line Quia vocab quiz
S1, FP – Students plan, practice, produce PSAs
FP – Students present PSAs
Wrap up unit
S1-A6: Positive statements
worksheet
S2-A5: Practice vocab with Quia online games, study for vocab quiz
S1-A5: finish volunteer assignment,
due Monday
Next week: discuss, collect S1-A5 volunteer assignment
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
Teacher Notes
S1-A1 – See instructions for Ice-breaker, ELTM p. 94.
S1-A2 – Photocopy and handout ELTM p. 96, Should I Ignore This? worksheet. Do 2 together,
4 in pairs/small groups, 3 alone and then full group report back. Engage critical thinking.
S1-A3 – During ELTM lecture, guide student reflection and group discussion per Slide 10.
S1-A4 – Create CDA reading worksheet per template. Hand out and assign as homework.
Check together next class.
S1-A5 – Create volunteer assignment related to unit topic of positive guidance techniques – use
template. Assign Monday to carry out this week.
S1-A6 – Photocopy Positive Guidance worksheet, in binder, from Working With Young
Children: Student Activity Guide, Judy Herr. Goodheart-Willcox, publisher. Model 1 or more,
do more in class (can give each person 1, each pair a few…), or assign as homework.
Note many options for positive statements. Have Ss begin to listen to themselves at
home, in volunteer assignment, shift from negative to positive statements.
S1 – Students work alone or in teams to create a public service announcement (PSA) to bring
attention to one important aspect of positive guidance with children. The announcement can be
written as a 30-60 second radio or TV spot. For “S1”, they will plan their announcement. The
unit Final Product is to record and/or present their announcement.
See An Announcement About Parenting Skills (from The Developing Child: Authentic
Assessment, p. 27-28) – in binder. Use this as a guide for the final product. You can photocopy
and hand out the sheet as is, but emphasize this isn’t just about parenting skills, but skills that are
good for any caregiver of children. So their audience may be child development professionals,
or it may be parents. They may also want to focus on techniques appropriate with a particular
age group of children. Share with students the assessment list that sets standards for a quality
public service announcement.
S2-A1 – Review note-taking methods taught to date. Ask Ss if they have any other methods
they’ve developed; also, if/how they review their notes at home after class. Present ELTM
Module 3 Lesson 1 lecture. Spot-check lecture notes.
S2-A2 – Photocopy flashcards back-to-back. Provide vocabulary flashcards to students. Teach
how to use flashcards as study tool. Provide some time in class to practice flashcard use. Show
how Ss can make their own flashcards in the future with index cards or slips of paper.
Copy and hand out ELTM p. 95, the source of the vocab words. Only 15 of these are on
flashcards; you can have Ss make flashcards for the others if they wish.
Note: you can also copy flashcards single-sided for in-class practice matching quiz – Ss
work with cards on table and match word to definition.
S2-A3 – Photocopy and handout ELTM p. 97. Assign as homework.
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
S2-A4 – Get from Fish library – see
http://www.resourcesforchildcaring.org/index.cfm?page=aboutlibrary. DVD 101s – A Guide to
Positive Discipline. Preview the DVD and create a listening/note-taking sheet. Use the DVD to
show examples of selected positive guidance techniques. [Ask Carlynn M-G if you have
difficulties finding the DVD.]
You could also have Ss listen for the vocabulary terms from the unit as they watch the
DVD.
S2-A5 – Give Ss handout guide for using Quia to practice vocabulary. Show them how to use it,
then give them time in class to try it out. Encourage them to use this outside of class.
S2 – Ss take vocabulary quiz in Quia. Preview with them what the quiz will be (on Quia
guidesheet). URL: http://www.quia.com/quiz/3238827.html . [To make student access easier,
you could put this (and other course links) on a Hubbs Urban Planet web page.]
FP – Students produce and/or present their S1 PSA. You may choose to incorporate technology
in this lesson. To audio-record, you could use a standard cassette player. But better would be to
use a program like Audacity to make a digital recording as a computer file. Ask your school tech
person for advice about this. Make sure the computers you are using have built in microphones,
or else provide plug-in mics. To video-record, use a digital video recorder and upload files to the
computer. Have Ss air their recordings in class. You can have the students self-evaluate with
the assessment list, have a peer evaluate, and the teacher evaluate for multiple perspectives.
If you have Ss skip the technology portion, they should read the radio piece in class as if
on radio; and use visuals for the TV spot as if on TV.
You’ll also want to talk about the content to be sure they are on track with the guidance
concepts of this unit.
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
CDA Reading
Positive Guidance (S1-A4)
Teacher creates
Read Essentials for CDAs… pages 187-195 and 232-238. Think about the topic before you start.
What do you know about “positive guidance” – helping children develop appropriate behavior
with approaches that do not punish. What do you want to know?
Take notes using a method that works well for you. My preferred method(s):
Use the Vocabulary grid to record and learn new words from the reading.
Then answer these questions.
1. This question should be an informational question, requiring students to scan for
information or go to a designated page/section, find information, and write a response
here. In writing the question, don’t use exact words from the text; require them to
recognize synonyms as they scan for answers. Example: Look at the “word of caution” in
the box on page 111. What is the meaning of this section? Write the key points in your
own words.
2. This questions should be CASAS/TABE multiple-choice style that requires some
inference or interpretation of information in the text.
a. x
b. x
c. x
d. x
3. Write short responses to these questions from the textbook:
p. 233 – What would you do if a child spit in your face?
p. 235 – When have you found it necessary to redirect children into a more productive activity?
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
p. 237 – What are some ways you have helped children express their strong feelings?
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
Volunteer Assignment
Child Development 2 (S1-A5)
Unit 7: Positive Guidance
Teacher creates
Name ____________________________________________
Due Date ______________
1. Observation
2. Interaction
3. Reflection
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
Video – A Guide to Positive Discipline (S2-A4)
Teacher creates
Prepare to watch the video by previewing this page. Watch for the things you want to learn.
Take notes as you watch. Fill in the notes after viewing. Then talk about it with the class.
Topic
Notes
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
Vocabulary flashcards
(S2-A2)
active
listening
authoritarian authoritative
distraction
I-messages
limit setting
modeling
natural
consequences
permissive
problem
prevention
punishment
redirection
reinforcement
response
cost
teach social
skills
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
discipline style that
establishes clear
expectations and
follows through
with enforcing
limits, while
respecting the child
discipline style that
demands
compliance and
obedience without
regard to child’s
individual wants or
needs
a listening skill
that supports
children and
encourages them
to solve their
problems
establishing and
enforcing rules and
expectations for
behavior
simple, specific
statements made
to express
annoyance with the
child’s behavior
technique where
the adult draws the
child’s attention
away from one
task and onto
another
discipline style that
provides a lot of
freedom, tolerates
all behaviors
penalty caused by a
natural event that
teaches the child
to be responsible
for their own
behavior, without
adult intervention
child learns
behavior by
watching others
demonstrate it
a negative, often
hurtful action done
with the goal of
eliminating
misbehavior
technique that
anticipates and
forestalls misbehavior by
arranging room,
schedule, activities
and supervision
losing privileges to
weaken an
inappropriate
behavior
a negative or
positive action that
increases the
probability of a
child’s behavior
being repeated
technique of
encouraging a child
to change from a
negative activity to
a positive activity
explaining and
demonstrating how
to perform skills
such as turn-taking,
sharing and
cooperation
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
Vocabulary Practice and Test (S2-A6, S2)
You can have fun practicing the vocabulary for this unit with on-line games available in Quia.
Go to http://www.quia.com/jg/2293909.html. There are 5 things you can do:

Look at the list of terms – these are the 15 vocabulary words and definitions you will be
tested on in this unit.

Flashcards – this is similar to using your paper flashcards. Click on the card to flip it
over, where you will see the definition. When you know the word and definition, choose
“Remove card”. If you want to practice it again, choose “Try again later”. If you prefer
to see the definition first and remember the word that goes with the definition, choose
“Other side on top”. Use the flashcards until you are confident you know all the words
and their definitions. Then choose “Find other activities”.

Matching – Click on a word and definition that match. If you’re right, the cards will
change to pictures. If not, try again, until you’ve matched them all correctly. Then
choose “Find other activities”. Or choose “Start over”, and you’ll get a new set of 8
words.

Concentration – The same as matching, except the words and definitions are hidden.
Click on two cards to view them. If they match, the cards will change to pictures. If not,
remember what you saw, so you can find their match as you go along. Continue until
you’ve matched them all correctly. Then choose “Find other activities”.

Word search – Find the listed words in the box. Click and hold on the first letter of the
word. Drag the cursor to the end of the word and release. If it’s correct, it will turn blue
and the word will be crossed out below the puzzle. If not, try again.
Vocabulary Test – Your teacher will give you the URL (web address) for the vocabulary test.
The test has two parts:


15 items give a definition and you choose the word (from 4 choices) that matches the
definition
15 items give a sentence with a blank and you choose the word (from 4 choices) that
completes the sentence correctly
When you finish and “submit” the test, you will get a report that shows your score. You can
review the test on this page to see which answers were correct and incorrect.
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
Positive Child Guidance – QUIA QUIZ – Teacher Reference
1. a listening skill that supports children and encourages them to solve their problems
permissive
reinforcement
teach social skills
active listening
2. discipline style that demands compliance and obedience without regard to child's
individual wants or needs
authoritarian
authoritative
permissive
punishment
3. discipline style that establishes clear expectations and follows through with enforcing
limits, while respecting the child
authoritative
reinforcement
limit setting
authoritarian
4. technique where the adult draws the child’s attention away from one task and onto
another
response cost
natural consequence
modeling
distraction
5. simple, specific statements made to express annoyance with the child’s behavior
redirection
reinforcement
problem prevention
Elizabeth Andress_St. Paul ABE_8/26/11
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
I-messages
6. establishing and enforcing rules and expectations for behavior
limit setting
modeling
active listening
teach social skills
7. child learns behavior by watching others demonstrate it
response cost
distraction
modeling
I-messages
8. penalty caused by a natural event that teaches the child to be responsible for their own
behavior, without adult intervention
natural consequences
limit setting
problem prevention
punishment
9. discipline style that provides a lot of freedom, tolerates all behaviors
permissive
authoritative
authoritarian
redirection
10. technique that anticipates and forestalls misbehavior by arranging room, schedule,
activities and supervision
distraction
active listening
teach social skills
problem prevention
Elizabeth Andress_St. Paul ABE_8/26/11
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
11. a negative, often hurtful action done with the goal of eliminating misbehavior
response cost
natural consequences
punishment
authoritarian
12. technique of encouraging a child to change from a negative activity to a positive activity
active listening
redirection
natural consequences
I-messages
13. a negative or positive action that increases the probability of a child’s behavior being
repeated
limit setting
modeling
reinforcement
distraction
14. losing privileges to weaken an inappropriate behavior
problem prevention
response cost
redirection
I-messages
15. explaining and demonstrating how to perform skills such as turn-taking, sharing and
cooperation
punishment
teach social skills
permissive
authoritative
16. A child loses the privilege of being line leader after pushing a child to the ground. This is
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
an example of
response cost
.
17. Giving praise for sharing is an example of positive
reinforcement
of a behavior.
18. Saying "I need help picking up now" instead of "You made a mess" is an example of
I-messages
19. Using physical
conflicts.
.
punishment
can set an example of using violence to solve
20. "Ahmed, we're finished with our art project now. Oh, look at what Travis is making with
the blocks. Should we build something, too?" This is an example of
distraction
.
21. A child who is too rough on the playground soon has no playmates. This is an example of
a
natural consequence
.
22. A caregiver who lets children resolve all their conflicts alone and tolerates all behaviors
permissive
would be considered
.
23. "Tommy, we don't push people on the slide. Someone can get hurt. You can't play on the
slide anymore today." This discipline style is
authoritative
.
24. "Remember, we use our inside voices when we are inside." This is an example of
limit setting
.
25. "Safia, let's see what we can build with these blocks instead of throwing them, shall we?"
This is an example of
redirection
26. When you eat healthy foods you are
.
modeling
good nutrition for children.
27. Setting up the play space so children are not too crowded is a
strategy.
active listening
28. Use
problems.
problem prevention
to hear what children need and encourage them to solve
29. Demonstrating to children on the playground how to take turns is an example of
teaching social skills
.
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Child Development 2_Plan & Materials_Unit 7_Positive Guidance
30. A caregiver who sets strict rules and enforces them regardless of children's needs is
considered
authoritarian
.
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