Darcy Townley

CHD 205
Philosophy of Guidance
The most vital part of guiding childrens behavior is to set
reasonable expectation for the age group you are working with. For
example, you cannot expect a toddler who is just learning to sit down
for lunch unrestrained to sit quietly for 30 minutes. This is not an age
appropriate expectation. Understanding that the child will wander
multiple times throughout the lunch period can help you formulate a
plan to redirect the child back to his or seat or to plan lunch time
accordingly. Planning ahead and setting realistic expectations is
imperative when you are guiding a childs behavior. As an early
childhood educator I believe that one of my primary responsibilities is
to teach a child how interact positively with peers and teachers, how to
respect materials in the classroom, how to express him or herself in a
productive way. I believe the guidelines in the classroom should be few
in number and straightforward. I believe guidelines should be reviewed
often. If children do not know the guidelines how can they be expected
to follow them? I also believe children should know that the rules are in
place to help them and keep them safe. I believe that teachers should
model positive behavior. If a teacher is yelling at children it only stands
to reason that children will think this is an acceptable means of
communication. I dont believe that teachers should ever use
intimidation as a means to discipline children. Children may respond to
intimidation by compliance but this compliance is born out of fear and
fear does not teach a child anything. Guiding behavior is about
teaching above all else. Guiding a childs behavior is teaching that
child how to interact in a classroom and later in society as a whole.
What we teach them and how we teach them early on in their lives is
laying a groundwork for future interactions.