For teachers, guidance techniques are the research-proven methods used to guide students. There are two ways early childhood educators can effectively guide preschoolers': indirect and direct. Indirect methods have teachers establish a positive classroom environment. In contrast, direct techniques are what adults say to children when guiding them.
Indirect Techniques | Direct Techniques |
Room Arrangement, Consistent Routines, Developmental Activities, Class Rules | Verbal Behavior is used to guide children's actions |
Indirect Guidance Techniques
Transitions
The NAEYC defines transitions as the period from "when children move from one activity to another." Transitions at home can include moving from dinner to bath time, finishing playtime and cleaning up, etc. Some children and parents may experience difficulty with the transition period. For some children, they may get tired, hungry, confused or anxious during a transition; which would result to challenging behavior. Since many parents and guardians share a common struggle for getting their children to transition from one activity to another smoothly, the NAEYC shares strategies adults can use to help alleviate the hardship.
When guiding young children, I would work on improving the transitions by first having the intention of remaining patient with the students as well as making sure they are always attentive! To eliminate boring waiting times I would ask the class to sing a song or play a quick game. I would give an advance notice to the children so that way they know when the transition is about to begin. If you don't let them know beforehand, there's a higher chance that they will display negative behavior.
Physical Environment
As I mentioned in Section 1: How Children Learn, the physical environment of a classroom provides both cues for appropriate behavior and prevention for behavior that is seen as inappropriate. To make sure the young children are in a space where they feel safe, secure and engaged, I would do my best to help develop their sense of autonomy through the learning centers! I don't want to be an educator that's constantly telling them what to do and when do it. Giving children the freedom to explore and experiment the materials around them as well as setting clear expectations on how to use and respect the materials would allow them to develop their cognitive, prosocial, and creativity!
Direct Guidance Techniques
Offer Children Choices that are Manageable
Help children learn to how to make appropriate choices by offering only two acceptable alternatives. For example: "Do you want to go to the drawing center or the reading center?" Never asked closed questions where you're only limiting the child to not be able to make a choice. If you only give one option, they won't feel like their choices are validated.
Redirection
Redirecting children is best done when the child is confused, sad, mad, bored, jealous, or any other form of negative behavior. When implementing redirection, make sure you tell the child kindly where and why they should do the suggested alternative. Example: "George, these markers are not meant to be used on the chalkboard. Let's give you a piece of paper for you to use them on."
My Three Goals for Guiding Young Children
I will treat the children with respect and empathy.
I will do my best to make sure I am satisfying their needs.
I will use the Developmentally Appropriate Practices to help children learn how to make positive choices and learn from their mistakes!
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