Angelica Kohlmann CHD 205, E05A Philosophy of Guidance The period of early childhood de elopmen! forms !he founda!

ions of ho" a child "ill !hin#, learn, play and sociali$e !hroughou! !heir life% &i!hou! ade'ua!e care and a!!en!ion a child "ill no! flourish and may ha e unforeseen or unno!iced complica!ions men!ally or physically% The caregi ers s!ar! !he child(s learning process, )u! !eachers are responsi)le for *us! as much as !he paren!s% As a !eacher, your purpose is !o lead and guide !he children !o ma#e posi!i e decisions and encourage desired posi!i e )eha iors% +ou shouldn(! cri!ici$e or condemn a child )ased on nega!i ely percei ed ha)i!s or ac!ions, )u! e,plain !o !hem "hy !he ac!ion isn(! accep!a)le and see "ha! !hey !hin# !hey can do !o change !his% -e er force decisions on a child unless !hey are ery clearly ignoring !heir safe!y or !he safe!y of ano!her% Teachers should #eep an open mind and )e o)ser an! and !oleran! of differences )e!"een children de elopmen!ally% -o !"o children ha e de eloped e,ac!ly !he same% .ome ha e gene!ic differences, disorders !ha! may cause !hem !o func!ion on a differen! le el !han !heir peers, !hey may ha e unme! needs a! home /or in class0, or !hey may ha e e ery!hing !hey( e needed !o ge! a good s!ar! in life% 1! is impor!an! !o !a#e in!o considera!ion !here may )e !hings ou! of !he child(s con!rol !ha! ha e shaped !he "ay !hey ie" life and respond !o !heir en ironmen!% &hen a child is 2mis)eha ing3 !a#e a s!ep )ac# !o analy$e !he si!ua!ion% 1s !his a mis!a#en )eha ior4 &as !he child !es!ing ou! "ha! "ould happen, "ere !hey repea!ing a )eha ior !hey( e seen, or are !here possi)ly needs !ha! aren(! )eing me! "i!h !he child4

.ay you see a child #ic# o er a !oy cas!le5 is !he child *us! #ic#ing i! !o see "ha! "ill happen4 Children of!en e,plore !heir en ironmen! physically% They are curious as !o !heir po"er o er !heir surroundings and "ha! !hey can ma#e happen% 6ay)e !he child sa" ano!her person #ic#ing an o)*ec! and !hey are imi!a!ing i!% Ano!her possi)ili!y is !ha! !he child has some unme! needs7 may)e !he child canno! unders!and !he !oy and is frus!ra!ed, may)e /li#e in !he case of some children suffering from an au!ism spec!rum disorder0 !he child feels uncomfor!a)le or has an e,!reme a ersion !o !he o)*ec! for some reason or ano!her% 1f a child is indeed *us! e,ploring, you may guide !he child )y le!!ing !hem #no" !ha! !here are o!her !oys /li#e a )all0 !ha! "e play "i!h )y #ic#ing% .ho" !he child op!ions of ho" !hey can e,plore !heir physical a)ili!ies% 6a#e sure !ha! !hey #no" !ha! #ic#ing !he !oy isn(! accep!a)le )ecause i! may )rea# !he !oy so !ha! !he child "ill no longer )e a)le !o play "i!h i!% 1f !he child is imi!a!ing )eha ior !hey( e seen i! is also impor!an! !o e,plain !o !hem "hy !his )eha ior is inappropria!e and as# !hem "ha! else !hey could do% Gi ing !he child !he chance !o sol e pro)lems on !heir o"n allo"s !hem more freedom !o !hin# and ac!, and !eaches !hem ho" !o media!e and resol e conflic!s amongs! !hemsel es% The resul!ing decisions "ill )e more sa!isfying !o !he children since !hey decided on !heir o"n "ha! !hey "ould ra!her do !han !he mis!a#en )eha ior%

1f !he !eacher decides !he child isn(! e,ploring or imi!a!ing, !ha! lea e !he case of unme! needs% 1! may )e hard !o de!ermine if a child has unme! needs, and !his is "here !ies "i!h !he cen!er direc!or and paren!s come !o )e mos! useful in helping !he child% 8nme! needs can range from

Angelica Kohlmann CHD 205, E05A pro)lems a! home /)asic needs such as food, clo!hing and shel!er no! )eing ade'ua!e0 !o physical limi!a!ions li#e hearing loss or paralysis, or e en men!al9emo!ional conflic!s li#e )i:polar disorder, ADHD, or an au!ism spec!rum disorder% 1f you suspec! a child has unme! needs i! is )es! !o o)ser e !he child !o see if !here are any o!her signs of issues% 1f you )elie e !here are, i! may )e a good idea !o spea# "i!h !he paren! and see if !hey no!ice any of !he )eha iors you ha e )een no!icing% 1f !hey ha e, you may discuss loo#ing in!o a doc!or(s isi! or an e alua!ion from a place li#e Child ;ind !ha! "ill help iden!ify children "i!h special needs and accommoda!e !hem )e!!er in !heir home and school so !ha! !hey are reaching !heir full po!en!ial% Classroom accommoda!ions could include changing !he arrangemen! of !he classroom, adding more ligh! sources or mo ing sea!s around if a child has a hard !ime seeing, any!hing !o help !he child o ercome any discomfor! or o)s!acles in !heir "ay of learning% Teaching !he class a)ou! di ersi!y can also help alle ia!e s!ress from mis!a#en )eha iors% 1f all !he children are a"are !ha! !here are differences in !he "ay !hey !hin# and !he !hings !hey li#e or disli#e argumen!s "ill )e sol ed easier% 1! is a !eacher(s *o) !o gi e children !he !ools !hey need !o ma#e posi!i e decisions and a oid conflic! or sol e !he conflic! fairly amongs! !hemsel es% -o ma!!er "ha! !he child(s )ac#ground is or any disa)ili!y !hey may ha e, e ery child can )e gi en !he !ools !o crea!e a successful and pro:social life% They can )e guided !o"ards posi!i e )eha iors and ma#ing good decisions% 1! !a#es a lo! of dedica!ion and pa!ience, as "ell as a #een eye for o)ser a!ion7 a !eacher "ho ma#es i! !heir goal !o guide children in !he righ! direc!ion is a good !eacher% <ne "ho "ill al"ays find sa!isfac!ion in "ha! !hey do, and !he one "ho is ma#ing !oday(s children )e!!er prepared for !heir fu!ures%