Positive Guidance Module Overview

POSITIVE GUIDANCE & DISCIPLINE
COURSE MODULE OVERVIEW
PURPOSE OF THE MODULE
The purpose of this module is to develop your creativity and communication skills and help you foster
positive values towards educating young children. This will also contribute to the bigger goal of the
university to foster innovation and human empowerment and societal development
TITLE AND DESCRIPTION
Positive Discipline and Guidance. This module will contain instructions and information that will help
you understand, apply and evaluate lessons regarding positive discipline and guidance. The following
are the lessons that will be covered in this module:
LESSON 1. Maintaining a Safe and Nourishing Early Childhood Education

Intended Learning Outcome: At the end of the lesson, you are expected to evaluate the UNCRC and
DepEd’s Child Protection Policy and the developmentally appropriate framework (DAP) for early
childhood education.
LESSON 2. Misbehavior and Aggression in Early Childhood

Intended Learning Outcome: At the end of the lesson, you are expected to map out factors of
misbehavior and aggression among young children.
LESSON 3. Positive Discipline and Guidance

Intended Learning Outcome: At the end of the lesson, you are expected to identify positive discipline
strategies.
LESSON 4. Making Advocacy Materials

Intended Learning Outcome: At the end of the lesson, you are expected to produce advocacy materials
on positive guidance and discipline.
MODULE GUIDE
This module will make use of two instruction models: 4A’s and 5E’s. As depicted in the picture below,
the 4A’s pedagogy starts with an activity, followed by analysis, abstraction and application.
COURSE MODULE OVERVIEW
The 5E’s pedagogy involves 5 processes: engage, explore, explain, elaborate and evaluate.
You will be asked to do various tasks or activities including making knowledge grids, having a debate,
doing simple interviews, writing reflective essays, making art, among others, as part of the learning
process. You will be required to read books, research articles, and watch certain videos or films that
will help broaden your understanding of the self. Finally, you will undergo formative and summative
assessments to evaluate your learning.
MODULE OUTCOME
It is expected that after finishing this module, you will be able to produce advocacy materials for
positive guidance and discipline in consonance with Child’s Rights as per United Nations Conventions
on the Rights of a Child and the Child Protection Policy of the Department as well as the
Developmentally Appropriate Practice.
MODULE REQUIREMENTS
At the end of this course, you must be able to submit an educational campaign material in the form of
either a poster or video. Your output will be evaluated through a rubric.
COURSE PRE-ASSESSMENT
This sections aims to assess how far you are at the current stage from achieving the expected
outcome. Your output here will be a basis for comparison against your final output for this module in
the post-assessment.
PRODUCT
The product expected from you in this section is a 3-minute (maximum) advocacy video expressing
your opinion about how best to manage or discipline young children who are misbehaving especially
those attending pre-elementary or primary school.
TASK PROMPT
1. This is an individual work to be done at home;

2. You are given within the week to finish to this task;
3. Ask yourself the following question. You may write your thoughts on a paper.
a. What message will you give to educators and parents on how best to manage, guide, or
discipline misbehaving children especially at school?
b. What message will you give to misbehaving young children?
c. Refer to the attached rubric as a guide in terms of the content.
4. Organize your ideas and make a video of yourself expressing this message (1 minute
minimum and 3 minutes maximum).
5. You may incorporate illustrations and diagrams to make your video more informative. You
may also cite facts, statistics, and studies that you know of to back up your message
and be more convincing.
6. To have an idea as to how well you did with your output, rate yourself using the attached
rubrics.
7. Once done rating yourself, asses your output if it’s ready for submission by answering the
checklist below:
CHECKLIST
Put a check (/) mark on either Yes or No on the first two columns of the table below based on
your responses to the indicators presented. You must have all the indicators checked before
submitting.
COURSE PRE-ASSESSMENT
8. Submit your output on October 28, 2020 until 5:00pm through the #WOWBiPSULMS.
ATTACH THE RUBRIC WITH YOUR SELF-RATING AND THE CHECKLIST when you submit.
Feedback:
How well you do with your output? Look at the qualitative description of your scores below.
KEY TERMS
United Nations Convention on the Rights of a Child (UNCRC). An agreement made among countries
and organizations all over the world, except the United States of America, to
ensure that children live to their full potential by respecting their rights.
Child Protection Policy (CPP). Otherwise known as Department Order 50, s 2012 and provides for the
protection of children and provision of safe learning space for children.
Developmentally Appropriate Practice (DAP). A framework that identified the considerations,

principles, and guidelines in creating educational programs that is most appropriate for the
developmental stage of the child.
Positive Discipline. A way of thinking and a holistic, constructive and proactive approach to teaching
that helps children develop appropriate to teaching that helps children develop appropriate thinking
and behavior in the short- and long-term and fosters self-discipline. It is based on the fundamental
principle that children are full human beings with basic human rights.
Misbehavior. Refers to any gross, inappropriate, or violent behavior of children or violation of certain
rules.
Aggression. Refers to any violent behavior of a child which can range from shouting foul words,
hitting, punching
anyone or destroying things among others.
Advocacy. The act of pleading or arguing in favor of something, such as a cause, idea, or policy; active
support (YourDictionary, 2020).
LESSON 1 - MAINTAINING A SAFE AND NOURISHING
EARLY CHILDHOOD EDUCATION
This lesson covers international and local policies that champions children’s rights as well as the
framework for developmentally appropriate practice for young children. These policies and framework
are important in ensuring that educational programs for young children will provide them a safe and
nourishing learning environment that can propel their holistic development.
LEARNING OBJECTIVES
At the end of this lesson, you are expected to evaluate the UNCRC and DepEd’s Child Protection
Policy and the developmentally appropriate framework (DAP) for early childhood education.
ACTIVATING STUDENT SCHEMA
Recall memories of yourself attending a day-care center or during kindergarten until Grades 1-3. What
did you like and hate about coming to school? Write you answers in the thought bubble.
WHAT I LIKED ABOUT GOING TO SCHOOL

WHAT I HATED ABOUT GOING TO SCHOOL
What were your answers above?
There is no right or wrong answer to the question. If you think your answer truthfully made you enjoy
and hate coming to school, put a check mark on your answer.
For the first column, answers to this question usually include the kind, caring, attentive and patient
personality of the teacher, friendly classmates, fun games and other activities organized, toys available,
playground, adequate learning space, the rewards, and support from parents starting with baon,
uniform, school supplies and assistance with regards to assignments. The opposite of the
aforementioned may apply to the second column. These are just some of the possible answers to the
question and you may have identified more.
To direct your thoughts closer to the objective of this lesson, proceed to the next activity.
ACTIVITY (Think-Pair-Share)
Directions: Answer the question below.
What do you think are the conditions wherein young children can
learn best?
Make sure you are already answered the question above. What were your answers? Share your
answer with a partner. Selected partners will be asked to present their output to the class. Afterwards,
proceed to the next section.
ANALYSIS (Venn Diagram)

What were the similarities and differences in the answers provided by you and your friend? Write your
answers in the circle. Write your similar answers wherein the circles overlap and unique answers to
each other on the space where the circles do not overlap.
Were your answers more similar or different with each other? Bear in mind each other’s answer until
the next section. Find out if your answers are aligned with the ideas expressed in the next section.
ABSTRACTION
UNITED NATIONS CONVENTION ON THE RIGHTS OF A CHILD (UNCRC)

Globally, it has been recognized that children are one of the most vulnerable sector in the society.
Incapable of taking care of themselves, they depend on their caregivers for care and nourishment.
They need all the protection that they can get so as to develop into a fully-grown, learned and
functional individual. In the past decade, global efforts has been made to emphasize the rights of
children.
In November 20, 1989, the United Nations General Assembly, participated by countries all over the
world, outlined the Convention on the Rights of the Child (UNCRC), specifically identifying rights
of children. As of the present, all other countries of the world has ratified the convention except the
United States of America. To know more about the details of the United Nations Convention on the
Rights of a Child, read United Nations Convention on the Rights of a Child which you can access at
https://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf.
While reading, bear in mind the questions below:
1. What is the UNCRC for?

2. What are the rights and responsibilities of a child?
3. What articles in the convention provides for the protection of children and for them to have a
good education?
A simplified version of the UNCRC is provided below:

However, as much as children are entitled to the aforementioned rights to be provided adults, they are
also expected to perform corresponding responsibilities
COMPREHENSION CHECK
Answer the questions below:
Who is considered a child What

according to the UNCRC? (5 pts.) is the UNCRC for? Explain using
your own words. (5 pts)
Identify 3 articles in the convention that clearly “Children become egoistic and abusive when
provides for the protection and education of they are informed their rights.” What is your
children. Justify why you picked those 3 articles. stand in this? (5 pts.)
(15 pts.)
Make sure that you have already answered the questions above before proceeding. Refer to the Key to
Correction and compare your answers. If you have answered quite similarly, put a check mark on your
answers and give yourself full points as indicated beside the questions. If somewhat far off, give
yourself 3 points. However, your teacher will be the one to give your final rating. If you got 26-30
you did “Excellent!” if you got 15-25 you did a “Good Job!” and if you got 14 and below you need
“More Power!” and answer the questions again.
DEPED'S CHILD PROTECTION POLICY
In 1990, two years after the UN General Assembly, the Philippines ratified the convention signifying its
commitment to it. In consonance with the provisions emphasizing the right of children to protection
and education, there has been a lot of efforts made over the past decades by the Department of
Education to ensure that children get to learn in a safe environment. One of such efforts is the
implementation of its Child Protection Policy through Deparrment Order 40, s. 2012. Read in full the
DepEd’s Child Protection Policy at https://www.deped.gov.ph/wp-
content/uploads/2012/05/DO_s2012_40.pdf.
While reading take note of the following guide questions:

1. Who is the main beneficiary of the policy?
2. Does discipline mean the need to inflict physical punishment or violence?
3. What are the prohibited acts stated in the policy?
4. What team is organized to ensure that children are safe in school?
Below are some of the salient points of the policy.

SHORT QUIZ
1. According to DO 40, s. 2020, who is a child among the following?

a. Someone who is below 18
b. Someone above 18 but cannot fully take care of oneself
c. Someone above 18 but are in school
d. All of the above
2. Which of the following does not qualify for child abuse?

a. A teacher throw an eraser to the student
b. A parent forbade his child to eat the entire day as punishment for misbehavior
c. A teacher had a one-on-one conversation with a child who shouted bad words during class
d. A mother ignored her child throughout the day for peeing on the bed
3. Which of the following is an economic exploitation?

a. Andrew, a neighbor, sold nude photos of 5-year old Catherine online
b. Teacher Allan made a remark in class comparing Karen, his kindergarten student, as a
chimpanzee
c. Teacher Marie asked her student to carry her bags on the way home
d. Nena asked her 8-year old son Marlon to join his father at the construction
site by carrying bricks so he could also earn some money
4. What is TRUE of positive discipline?

a. It is constructive and reactive
b. I starts with identifying short-term goals that teachers want their children to
develop
c. It allows physically hurting a child as long as it is done out of love
d. It is a holistic and constructive approach
5. Per DepEd Child Protection Policy, who can be a Chairperson of the Child
Protection Committee?
a. School Guidance Counselor
b. School Principal
c. Barangay Captain
d. DSWD Staff
SHORT QUIZ
6. A kind of punishment committed by a teacher, administrator, or staff against a student as a

form of discipline that includes humiliation, degrading and physical punishment.
a. Bullying
b. Harassment
c. Corporal punishment
d. Positive Discipline
7. There is a need to use physical punishment to discipline children.

a. True
b. False
c. Partially True
d. Partially False
8. All of the following is an example of bullying, EXCEPT:

a. Kelly using her best friend’s pen without asking permission thinking that she will
never get angry at her
b. John follows Anna in all her social media accounts, likes and comments on all her
posts and secretly follows her anywhere she goes
c. Teacher Mario always tells Candy, his student and daughter of his long-time enemy,
that he would be happy if she will not pass his subject and mocks her
performance
d. Teacher Angelie locks up students in a room who refuses to finish a task that she
assigns and forbids them from going out until the task is finished
9. If bullying results in serious or physical injuries or death, whenever appropriate, the case
shall be dealt with in accordance with the previous provisions of:
a. Republic Act 9334
b. Republic Act 9344
c. Republic Act 9434
d. Republic Act 9343
10. What are the prohibited acts covered in DO40, s. 2012?

a. Child abuse
b. Corporal punishment
c. Discrimination of teachers
d. Violence against children in school
Are you done answering the quiz? If so, find out how well you did on the quiz by comparing your
answers in the Key to Correction. If you got 9-10 you did “Excellent!!” If you got 6-8 you did a
“Good Job!” and if you got 5 and below you need “More Power!” and redo answering the quiz.
DEVELOPMENTALLY APPROPRIATE PRACTICE
In the previous topics presented, you have learned about the rights of the child. Partnered with
developmentally appropriate practice, surely, hindrances to child’s learning will surely be lessened.
With the aim of providing the best education to children without compromising their welfare, the
National Association for the Education of Young Children (NAEYC) gave a position statement in 2009
and articulated what educational practices are appropriate for young children. Read the
Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth
through Age 8 (2009). Read the full article on Developmentally Appropriate Practice at
https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-
statements/PSDAP.pdf
The following key points are presented as follows:
Core considerations in developmentally appropriate practice:

1. What is known about child development and learning – referring to knowledge of age-related
characteristics that permits general prediction about what experiences are likely to best promote
children’s learning and development.
2. What is known about each child as an individual – referring to what practitioners learn about each
child that has implications for how best to adapt and be responsive to that individual variation.
3.
What is known about the social and cultural contexts in which children live – referring to the values,
expectations, and behavioral and linguistic conventions that shape children’s lives at home in their
communities that practitioners must strive to understand in order to ensure that learning experiences
in the program or school or meaningful, relevant, and respectful for each child and family.
Principles of child development and learning that inform practice

1. All the domains of development and learning – physical, social, and emotional, and
cognitive – are important, and they are closely interrelated. Children’s development and learning in one
domain influenced by what takes place in other domains.
2. Many aspects of children’s learning and development follow well-documented sequences, with
later abilities, skills, and knowledge building on those already acquired.
3. Development and learning proceed at varying rates from child to child, as well as at uneven rates
across different areas of a child’s individual functioning.
4. Development and learning result from a dynamic and continuous interaction of biological
maturation and experience.
5. Early experiences have profound effects, both cumulative and delayed, on a child’s development
and learning; and optimal periods exist for certain types of development and learning to occur.
6. Development proceeds toward greater complexity, self-regulation, and symbolic or
representational capacities.
7. Children develop best when they have secure, consistent relationships with responsive
adults and opportunities for positive relationship with peers
8. Development and learning occur in and are influenced by multiple social and cultural contexts.
9. Always mentally active in seeking to understand the world around them, children learn in a variety
of ways; a wide range of teaching strategies and interactions are effective in supporting all these kinds
of learnings.
10. Play is an important vehicle for developing self-regulation as well as for promoting language,
cognition, and social competence.
11. Development and learning advance when children are challenged to achieve at a level just beyond
their current mastery, and also when they have many opportunities to practice newly-acquired skills.
12. Children’s experiences shape their motivation and approaches to learning, such as persistence,
initiative, and flexibility; in turn, these dispositions and behaviors affect their learning and development.
Guidelines for developmentally appropriate practices

1. Creating a caring community of learners
2. Teaching enhance development and learning
3. Planning curriculum to achieve important goals
4. Assessing children’s development and learning
5. Establishing reciprocal relationships with family
SYNTHESiS
In 5 sentences, what is the Developmentally Appropriate Practice?
Once you're done answering, refer to the Key to Correction. If your answer has the same thought, give
yourself 5 points. If somewhat different but has a common idea, give yourself 3 points. If entirely
different, give yourself 1 point. 5 points mean "Excellent!; 3-4 "Good Job!" and 2 below "More Power!"
The last one means you need to redo answering the question. If you did Excellent or Good Job you may
proceed to the next section.
APPLICATION
Apply what you have read and understood in the previous section by making 2 slogans expressing key
messages about any of the three: the UNCRC, Child Protection, and DAP. Make your output creative.
For example:
Your output will be graded using the attached rubric.
You may score your output using the rubric attached for Slogan Making to see how well you did.
However, your final rating will come from your teacher. If you got 13-16 points you did "Excellent!", if
you got 9-12 points you did a "Good Job!". If you got 8 points and below, you need "More Power!".
Make enhancements of your slogan first before submitting. Once you think that your output can pass
for 9 points and above, you can proceed to the Assessment section.
ASSESSSMENT(Reflection Paper)
1. Make a reflection paper focusing on the following questions:

a. Do you support or agree with the UNCRC, Child Protection Policy and the Developmentally
Appropriate Practice? Why or why not?
b. What article(s) in the UNCRC/CPP/DAP do you like or find most important?
c. What is the significance of having these policies and framework in place in designing
curriculum or education programs for young children?
d. What is your overall insight regarding all the topics?
2. The reflection paper should be 1-2 pages long only, font size 11, 1” margin all sides and 1.5
spacing
3. Your output will be graded using the attached rubric.
You may score your output using the rubric attached for this reflection paper to see how well you did.
However, your final rating will come from your teacher. If you got 24-30 points you did "Excellent!", if
you got 16-23 points you did a "Good Job!". If you got 15 points and below, you need "More Power!".
Make enhancements of your reflection paper before submitting. Once you think that your output can
pass for 15 points and above, you are good to proceed to the next section.
SUMMARY
In this section, consider the following takeaway points:

The United Nations Convention on the Rights of the Child or UNCRC is an international convention
enumerating the rights and responsibilities children should enjoy and adhere to.
The Department of Education’s Child Protection Policy ensures that children at school are
protected and safe from all forms of abuse but behaviorally guided through positive discipline.
The Developmentally Appropriate Practice is a framework that identified the considerations,
principles, and guidelines in creating educational programs that is most appropriate for the
developmental stage of the child.
If you find the resources provided to you lacking in terms of understanding the lesson, you may also
explore other sources as specified in the Suggested Readings below.
SUGGESTED READINGS/VIDEOS
Aidah. (2018). What is Developmentally Appropriate Practice? Retrieved 10 August 2020 at

https://www.youtube.com/watch?v=koUEK78bZmU
Klein & Knitzer, 2006. Effective pre-school curricula and teaching strategies. Pathways to Early School
Success, Issue Brief No.2 New York: Columbia University National Cernter for Children in Proverty.
McClelland, Acock & Morrison. 2006.The impact of kindergarten learning-related skills on academic
trajectories at the end of elementary school. Early Childhood Research Quarterly 21(4):471-90
Talking Education. (2018). What are Children’s Rights. Retrieved 10 August 2020 at
https://www.youtube.com/watch?v=COjVj9czgrY
UNICEF. (n.d.) Summary of the UN Convention on the Rights of A Child. Retrieved 10 August 2020 at
https://downloads.unicef.org.uk/wp-content/uploads/2019/10/UNCRC_summary-1_1.pdf?
_adal_sd=www.unicef.org.uk.1602347480472&_adal_ca=so%3DGoogle%26me%3Dorganic%26ca
%3D(not%2520set)%26co%3D(not%2520set)%26ke%3D(not%2520set).1602347480472&_adal_c
w=1602346163694.1602347480472&_adal_id=dd3b5bae-dca4-444b-a4d0-
ecf42b6fc0c7.1602346164.2.1602346164.1602346164.f3412647-22c7-4ecf-afb3-
52af61a8b112.1602347480472&_ga=2.209281808.380121408.1602346158-
621048279.1602346158
If you have reached this part, you have successfully passed Lesson 1!
Positive Guidance & Discipline
LESSON 2 -MISBHEHAVIOR AND AGGRESSION IN EARLY
CHILDHOOD
Now that you have acquired the foundation as to how to create a nourishing learning environment that
is protective of children’s rights, you will now further explore the factors that contribute to the
misbehavior and aggression in children. In this lesson you will learn about the different types of
misbehavior observed among young children, including aggression, and the factors that trigger such
behaviors.
LEARNING OBJECTIVES
At the end of this lesson, you are expected to to map out the factors that triggers misbehavior and
aggression among children. Knowing such factors will give you a broader idea about young children’s
behavior and be able to provide a more holistic approach in responding to them. Now that you are
aware of the objective of this lesson, continue to the next section.

To stimulate ideas and ready your mind for the lesson, engage your mind on the following quotation.
Read, understand and share your thoughts about it. Write your answer on the thought bubble below.
CHILDHOOD
What was your reaction to the quotation? Check whether your reaction mentions how there will
always be underlying factors to children’s misbehavior. That, most of the time, children misbehave not
just because they want to do it. Underlying factors could include temperament, personality, difficult or
abusive relationship with parents or other family members, hunger, lack of care and attention, disease
or poor health, among others. As adults, especially, parents and teachers, should have a broad
awareness about such factors that trigger aggression and misbehavior among young children and
know how to respond appropriately. Explore further by doing the activity that follows.
ACTIVITY (Interview)
Conduct a short interview with at least two (2) day-care/kindergarten/Grade 1-3 teacher and two (2)
pupils. Fill up the forms below. Once finished, immediately proceed to the Analysis section.
CHILDHOOD
CHILDHOOD
ANALYSIS
Based on the interview you have conducted, answer the following questions below.
1. What were the common ideas expressed

by the teachers you have interviewed with
regard to misbehavior and aggression?
2. What misbehavior(s) did

the teachers observe from
their pupils?
3. Based on the answers of the pupils, what

impression did you get about how they were
disciplined?
CHILDHOOD
Share the result of your interview with some of your classmates. Did you get the same results? Keep in
mind what you have discovered or learned in this section and compare with the ideas expressed in the
following section.
ABSTRACTION
Children misbehaving is a scene that we all are familiar with. As kids, we might have also misbehaved
in one way or another. As Annette Breaux stated, however, there is always a hidden story behind
student misbehavior. In this section, you are tasked to discover the factors that trigger student
misbehavior. Read the following materials:
1. Telep. (2019). Why Children Misbehave. Virgina State University. Retreived August 15, 2020 at
https://www.pubs.ext.vt.edu/content/dam/pubs_ext_vt_edu/350/350-112/350-112(FCS-
132P).pdf
2. Solther. (1998). Why do Children Misbehave?. Retrieved August 15. 2020 at
http://www.awareparenting.com/misbehavior.pdf
3. Rehman & Sadruddin. (2012). Study on the Causes of Misbehavior among South-East Asian
Children. International Journal of Humanities and Social Science Vol. 2 No. 4 [Special Issue –
February 2012] 162. Retrieved August 15, 2020 a
http://www.ijhssnet.com/journals/Vol_2_No_4_Special_Issue_February_2012/21.pdf
4. Reebye. (2005). Aggression During Early Years Infancy and Preschool. T h e Canadian Child and
Adolescent Psychiatry Review. 2005(14):1. Retrieved 15 August 2020 at
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.687.455&rep=rep1&type=pdf
5. Ali. (2014). Aggression in Children – Causes, Behavioral Manifestations and Management. Journal
of Pakistan Medical Students. Retrieved 15 August 2020 at
https://www.researchgate.net/publication/268784439_Aggression_in_Children_Causes_Behaviora
l_Manifestations_and_Management
6. Debord. (n.d.) Childhood Aggression:Where does it come from? How can it be managed? Retrieved
15 August 2020 at https://t7-live
cyfar.nyc3.cdn.digitaloceanspaces.com/cyfar.org/files//cyfar_research_docs/Childhood%20Aggress
ion%20Where%20Does%20it%20Come%20From,%20How%20Can%20it%20be%20Managed.
pdf
While reading, bear the following questions in your mind:

1. What is misbehavior?
2. What is aggression?
3. What are the factors that triggers misbehavior and aggression?
CHILDHOOD
Quiz (True or False)
To check your understanding of what you have read, determine whether the following statements are
True or False.
1. Children misbehave mostly because they want their teachers or parents to get angry.
2. Solter (1998) cited 3 common factors that triggers unacceptable behavior from children-1.) they
are trying to fulfil a legitimate need; 2.) they lack information; 3.) they have inherited bad genes.
3. Children will be more likely to repeat behavior which has been rewarded with kind words.
4. A healthy child who feels well is easier to get along with with than a child who doesn't feel well.
5. It takes children only a short time for them to learn responsible behavior.
6. Children need extra security when they are upset by change.
7. Providing them healthy diet may minimize misbehavior of children.
8. Children react to encouragement, approval, and kind words just as adults do.
9. Reebye (2005) identified seven pathways to aggression.
10. The pathways identified by Reebye (2005) includes parental characteristics, impact of exposure to
violence, and influence of attachment relationships.
After answering the quiz, refer to the Key to Corrections. If you got 8-10 points, you did "Excellent!", 6-
7 points is "Good Job!" and 5 and below means you need "More Power!". If you got an Excellent or a
Good Job, you may immediately proceed to the next section. If you got 5 and below, retake the quiz
again. If you got 6 and above, you may now proceed to the next section.
APPLICATION
Complete the following sentences by supplying your own ideas based on what you have learned from
the previous sections.
INSIGHT 1 INSIGHT 2
If children misbehave, I will
Punishing children is
____________________________
____________________________
____________________________
____________________________
____________________________
because
because
____________________________
____________________________
___________________________.
___________________________.
Though this activity elicits subjective answers, explanations are expected to reflect your learnings from
the previous section such as the thought that imposing mere punishment to pacify misbehavior is not
that effective and and that children need adequate guidance, support and education for them to learn
responsible behavior
CHILDHOOD
ASSESSMENT
Make a concept map indicating the factors that elicits misbehavior among children. Use 1/8 illustration
board. Refer to the attached rubric. Once done, take a picture of your output and submit.
Before submitting, check how well you did with your output by rating your own work through the
attached rubric. However, your teacher will give you your final rating. If you got 10-12 points you did
"Excellent!", if you got 7-9 points you did a "Good Job!". If you got 6 points and below, you need "More
Power!". Make enhancements of your concept map before turning it in . Once you think that your
output can pass for 15 points and above, you are good to continue to the Summary section.
SUMMARY
Misbehavior is any behavior that is deemed inappropriate or that which violates the norms.
Aggression is the direction of a harmful behavior towards another person.
Misbehavior and aggression is both a product of nature and nurture.
Reebye (2005) identified eight pathways to aggression in early childhood which includes:
individual factors (i.e. temperament and emotional traits); disturbed family dynamics, parental
characteristics, and parenting practices; exposure to violence and behavioral aggression; living in
violent neighborhoods; attachment relationships; aggression related to psychiatric/medical
syndromes; neurodevelopmental pathways; influencing self-regulation and impulse control
If you find the resources provided to you lacking in terms of understanding the lesson, you may also
explore other sources as specified in the Suggested Readings below.
SUGGESTED READINGS/VIDEOS
Harris, V., Whitney F., Ellis, S. & Schmeer, A. (2015). Positive Discipline: Behavioral Management Skills
for Parents and Teachers Part 1—Types of Misbehaviors and Keys to Success 1. Retrieved August 20,
2020 at https://edis.ifas.ufl.edu/pdffiles/FY/FY145800.pdf
Campbell SB (2002). Behavior problems in preschool children:

Clinical and developmental issues, 2nd edition, New York: Guilford
Press.
If you have reached this section, you have successfully passed Lesson 2!
Positive Guidance and Discipline
LESSON 3 - POSITIVE DISCIPLINE AND
BEHAVIORAL MANAGEMENT STRATEGIES
In this lesson, you will know about positive discipline and behavioral management principles and
strategies that will help you deal with misbehavior among young children.
LEARNING OBJECTIVE
At the end of this lesson, you are expected to demonstrate positive discipline or behavioral
management strategies. This lesson is significant as this can be a good content for your final output
which is your advocacy video. Now that you are aware of the lesson objectives, proceed to the next
section.
Look at the pictures. Have your parents or older siblings used any of the items below to stop you from
misbehaving? What can you say about your experience? Write your thoughts down in the box below.
ACTIVITY (Puzzle)
Below are some jumbled letters. Guess what word the letters form. After guessing the word, look for
the words’ definition. These are important concepts related to the lesson.
1. NRNCEEREIFOMT
2. AGEAMNTEMN
3. ERAPIS
4. VINEMORENTN
5. NOQNUESECECS
6. NHAPIGS
7. HAVEROBI
8. MUCOTEMNICA
9. LESETIVEC
10. RTETHA
11. VENEPRIOTN
12. TINTONINEVER
Were you able to figure out all 12 words? Know how well you did by checking the correct answers in
the Key to Correction. However, your teacher will give you your final rating. If you got 10 – 12 points,
you did “Excellent!” 7- 9 points means you did a “Good Job!”. However, if you got 6 and below, it
means you need “More Power!” If you got either “Excellent!” or “Good Job!” you are good to continue to
the next section. However, you need to redo answering if you got “Need More Power!” Once you got 7
points or above, you may continue to the next section.
ANALYSIS
Below are 2 situations, identify in which situation the teacher responded to the child or situation better.
Explain your answer in the boxes.
Scenario 1: It was already near lunch and the kids were about to be dismissed by the teacher when,
Gabby, one of the kids grabbed a chocolate from Ken, his seatmate, run around the room, and ate the
chocolate without permission. Ken ran after Gabby and the two started fighting.
Teacher response: The teacher dismissed the class and sent home the other children including Ken.
She made Ken stay for a while, scolded and lectured him about the importance of good manners.
Scenario 2: The teacher was in the middle of discussion when one of the kids fell asleep.
Teacher response: The teacher just let the kid sleep.
What did you answer above? Who do you think responded better? Was it the teacher in Situation 1 or
the one in SItuation 2. Keep your answers in mind for a while and discover whether the teachers'
actions were aligned with the principles of positive discipline or behavioral management.
ABSTRACTION
Teachers and parents who are not well versed with positive discipline, misconstrue positive discipline
as permissiveness, having no rules or limits, and merely indulging the whims of
misbehaving children. It is not the case, however. According to Durrant (n.d.), “Positive discipline is an
approach to teaching that helps children succeed, gives them information they need to learn, and
support their development. It respects the children’s right to healthy development, protection from
violence, and active participation in their learning. Positive discipline is about long-term solutions that
develop students’ own self-discipline and their life-long learning. It is about clear and consistent
communication, and consistent reinforcement of your expectations, rules and limits. Positive discipline
is about teaching nonviolence, empathy, self-respect, human rights, and respect for others.”
Read more about positive discipline in the following materials:
1. Save the Children. (n.d.) Positive Discipline in Everday Teaching for Educators. Retrieved August
15 2020 at https://resourcecentre.savethechildren.net/node/4802/pdf/4802.pdf
2. Department of Education, E-Net & Save the Children. (n.d.). Positive Discipline in Everyday
Teaching, a Primer for Filipino Teachers. Retreived 15 August 2020 at https://bulacandeped.com/wp-
content/uploads/2016/08/POSITIVE-DISCIPLINE-IN-EVERYDAY-TEACHING-A-Primer-for-Filipino-
Teachers.pdf
3. Harris, V., Fung, W., Ellis, S. & Schmeer, A. (2015). Positive Discipline: Behavioral Management
Skills for Parents and Teachers— Part 2: General Approaches to Managing Behavior. Retrieved
August 5, 2020 at https://edis.ifas.ufl.edu/pdffiles/FY/FY145900.pdf.
Provincial Child Care Facilities. Guidance and Discipline wit Young Children. (2004). Retrieved August
4, 2020 at
https://www.oesd114.org/cms/lib/WA01000688/Centricity/Domain/16/Guidance%20and%20Discipli
ne%20With%20Young%20Children-Format%20Updated.pdf
While reading, bear in mind the following questions:

1. What is positive discipline?
2. What are the components of positive discipline?
3. What is corporal punishment?
4. How is positive discipline different from punishment?
5. What principles followed in positive discipline?
6. What is behavioral management?
7. What are the principles of behavioral management?
To check whether you have understood what you have read, answer the quiz below:
Quiz (True or False)
For each item, answer "True" if the statement is true, and "False" if the statement is false.
1. Positive discipline will only make misbehaving children more hardheaded.

2. Humiliating a child when he or she misbehaves is a form of corporal punishment.
3. Positive discipline is about finding short-term solutions that aim to stop misbehavior immediately.
4. Positive discipline is about clear and consistent communication.
5. Positive discipline is an alternative punishment to slapping, hitting or shaming.
6. Understanding child development is one of the major elements of positive discipline.
7. Research suggests that there should be five positive interactions to 1 negative interaction between
teachers or parents and children.
8. One of the four principles of behavioral management suggests behavior is largely a product of a
child’s personality.
9. According to Harris et. al (2015) behavior is ultimately shaped better by positive
consequences rather than negative consequences.
10. To strengthen positive behavior of a child, it must be rewarded all the time.
11. If the child’s behavior is inconsequential, it is better to just ignore the behavior.
12. Making a child logically explain his or her bad behavior is a good strategy to manage misbehavior
of children.
13. Expressing helplessness when a child misbehaves is not an effective way of handling the
situation.
14. “You folded your clothes so neatly,” is a sincere type of praise.
15. In communicating with children, two primary messages that should always be incorporated is that
they are lovable and capable.
Are you done answering? Check how well you did by referring to the Key to Correction. However, your
teacher will give you your final rating. If you got 12 – 15 points, you did “Excellent!” 8 - 11 points
means you did a “Good Job!”. However, if you got 7 and below, it means you need “More Power!” If
you got either “Excellent!” or “Good Job!” you are good to continue to the next section. However, if you
need "More Power!" you have to redo the quiz. Once you got 7 points or above, you may continue to
the next section.
APPLICATION/ASSESSMENT
With a family member or a friend, apply what you have learned by making a 2-minute (maximum)
video of yourself demonstrating 3 ways of handling child misbehavior based on what you have learned
in the previous sections. Refer to the attached rubrics as to how your output will be graded.
Check how well you did on the task by rating yourself using the rubric. If you got 10-12 points, you did
“Excellent!” 7 - 9 points means you did a “Good Job!”. However, if you got 6 and below, it means you
need “More Power!” If you got either “Excellent!” or “Good Job!” you are good to continue to the next
section. If you need "More Power!" redo the task before submitting to your teacher.
Once done with the task, continue on with the Summary section.
I
SUMMARY
Main points introduced in the lesson:

Positive discipline is an approach to teaching that helps children succeed, gives them information
they need to learn, and support their development. It respects the children’s right to healthy
development, protection from violence, and active participation in their learning.
Positive discipline is about long-term solutions that develop students’ own self-discipline and their
life-long learning. It is about clear and consistent communication, and consistent reinforcement of
your expectations, rules and limits. Positive discipline is about teaching nonviolence, empathy, self-
respect, human rights, and respect for others
Positive discipline has five elements: 1.) identifying your long-term goals; 2.) providing warmth and
structure; 3.) understanding child development; 4.) identifying individual differences; 5. problem-
solving and responding with positive discipline.
Positive discipline is holistic, strength-based, constructive, inclusive, pro-active, and participatory.
Positive behavioral management is another term but conceptually the same with positive discipline.
Positive behavioral management abides by 4 principles: 1.) behavior is largely a product of its
immediate environment; 2.) behavior is shaped by consequences 3.) behavior is ultimately shaped
better by positive rather than by negative consequences; 4.) past behavior is the best predictor of
future behavior.
Some strategies when children are behaving well: o verbally acknowledge appropriate behavior in
a positive way:
acknowledge appropriate behavior intermittently (meaning randomly or every once in a while)
acknowledge appropriate behavior casually and briefly
give variety to verbal praise
communicate to children and students that they are lovable and capable
Some strategies when children misbehave:
selectively reinforce other appropriate behavior
ignore inconsequential behavior
stop, redirect, then reinforce appropriate behavior
avoid parent/teacher traps
If you want to know more of the lesson, you may also access the suggested readings bellow.
SUGGESTED READINGS
What is positive discipline. (n.d.). Retrieved 15 August 2020 at

https://www.positivediscipline.com/sites/default/files/what-is-positive-discipline.pdf
Positive Discipline Guidelines. (n.d.) Retrieved 15 August 2020 at

https://www.positivediscipline.com/sites/default/files/positive-discipline-guidelines.pdf
Department of Basic Education of South Africa. (2012). Positive Discipline and Classroom
Management. Retrieved 15 August 2020 at
http://www.cjcp.org.za/uploads/2/7/8/4/27845461/positive_classroom_discipline_and_classroom_ma
agement_reader.pdf
Durrant, Joan. Positive Discipline in Everyday Teaching. Bangkok: Save the Children, 2010
Positive Discipline in the Inclusive, LearningFriendly Classroom. Bangkok: UNESCO Asia and Pacific
Bureau for Education, 2006.
Hart, Stuart N (ed.). Eliminating Corporal Punishment: The Way Forward to Constructive Child
Discipline. Paris: UNESCO Publishing, 2005 Resources for Eliminating
Corporal Punishment in Schools. Global Initiative to End All Corporal Punishment of Children, 2012.
Alternatives to Corporal Punishment: The Learning Experience. South Africa: Department of Education,
2000.
Ramsden, Philippa. Positive Discipline Techniques to Promote Positive Behavior in Children: Training
Manual for Facilitators. Finland: Save the Children, 2008. Positive Discipline at your School.
Africa: Management Systems and Training Programmes, not dated.
If you have reached this part, you have successfully passed Lesson 3!
CONGRATULATIONS!
Positive Discipline and Guidance
LESSON 4 -
HOW TO MAKE ADVOCACY VIDEOS
In this lesson, you will discover how to make advocacy videos. You will be provided with the basics on
how to make advocacy videos and some tips on how to make your advocacy effective in relaying a
message.
LEARNING OBJECTIVE
At the end of this lesson, you are expected to illustrate the process of making an advocacy video.
ENGAGE
Think about an advertisement that you have watched online or on television that impressed you. What
aspects of it made an impact on you? Identify 5 aspects and explain.
Continue only if you have already submitted your answer.
What have you answered above? To name some features that commonly captures attention or
impresses audience of advertisements includes the relevance of the message (how relatable the
information presented), the clarity of the message (how it is easy to understand and how articulate the
speaker is), the prestige or authority associated with the speaker, the quality of the video and audio (if
its high definition or not), among others.
LESSON 4 -
EXPLORE
After looking at some of the features that makes a good advertisement, explore what are the things to
consider in making an effective advocacy video. Search in YouTube or any other website in the internet
for some information on how to do an advocacy video. After doing so, write down your insights below.
After writing your insights, see whether you had the same thoughts as the ideas presented in the next
section.
EXPLAIN
One of the ways you can communicate your advocacy is through videos. Communicating advocacy
through videos is perhaps the most widely used way of doing it since it is more engaging compared to
printed advocacy materials. While anyone can make a video and give a message or promote an idea or
a product, there are some considerations that must be observed--ethical and security considerations,
for example, depending on the message that will be conveyed. For more information, read or access
the following material:
Video Advocacy 101. (n.d.). Retrieved 20 August 2020 at https://witnesstraining.wordpress.com/1-

plan/video-advocacy-101/
The article above provides the 5 Pillars of Video Advocacy and other tips on how to go about making
your advocacy video. Check the left portion of the page and click on and read each link provided for
some details. See the encircled part in the photo below.
LESSON 4 -
What part of the article did you find most useful? Provide your answer below.
LESSON 4 -
ELABORATE
What do you think is the importance of doing an advocacy of positive discipline?
EVALUATE
Make a flow chart that illustrates the process of making an advocacy video. Refer to the attached rubric
for guidance.
Check how well you did on the task by rating yourself using the rubric. If you got 18-20 points, you did
“Excellent!” 11 - 17 points means you did a “Good Job!”. However, if you got 10 and below, it means
you need “More Power!” If you got either “Excellent!” or “Good Job!” you are good to continue to the
next section. If you need "More Power!" redo the task before submitting to your teacher.
Once done with the task, continue on to the Summary section.
SUMMARY
One of the common ways to do an advocacy is through making a video. Though it seems easy to
make., there are quite some steps to consider to develop an effective advocacy video. This includes:
Creating a plan. This involves setting SMART objectives, creating a video outline and choosing
audiovisual content.
Choosing an equipment. Whether you are going to use a camcorder, a digital camera, a mobile
phone, etc.
Filming. This includes establishing the primary visual components of your video and applying some
techniques such as how to hold a camera, doing voice-overs or narration,
Editing. This is about polishing your video and taking out noises, adjusting lighting, etc.
Sharing. This is the part where you have already finished your material and you share it to media,
either through youtube, facebook, or any other social media platform, also television and radio.
LESSON 4 -
SUGGESTED READINGS
If you want to know more about the topic: You may access the following materials:
EuroMed Rights. (n.d.) Part I. Making Advocacy Effective. Retrieved 4 Ausgust 2020 at
https://www.youtube.com/watch?v=5FmLP-JVzcM.
EuroMed Rights. (n.d.) Part II. Making Advocacy Effective. Retrieved 4 Ausgust 2020
https://www.youtube.com/watch?v=6DKBhPFQbTI.
WITNESS. (n.d.) Before Filming: A guide for video advocacy. Retrieved 4 August 2020 at
https://www.youtube.com/watch?v=KZfXfjmb7yo.
If you have reached this section, you have successfully finished the lesson.
CONGRATULATIONS!
STUDENT FEEDBACK
Now that you are done with the lessons, your feedback is important! Kindly answer the questions as
honestly as possible. This is the section wherein you can settle with your teacher your concerns, if you
have one.
Which lessons did you find most difficult?
What did you appreciate most from the lessons?
Thank you for your feedback!

POST-ASSESSMENT
This sections aims to assess how much you have learned and how capable you have become in terms
of achieving the expected outcome of this module-to create an advocacy video. Recall your output
during the pre-assessment and improve based on what you have learned in the previous lessons.
PRODUCT
The product expected from you in this section is a 3-minute (maximum) advocacy video expressing
your opinion about how best to manage or discipline young children who are misbehaving especially
those attending pre-elementary or primary school.
TASK PROMPT
1. This is an individual work to be done at home;

2. You are given within the week to finish to this task;
3. Ask yourself the following question. You may write your thoughts on a paper.
a. What message will you give to educators and parents on how best to manage, guide, or
discipline misbehaving children especially at school?
b. What message will you give to misbehaving young children?
c. Refer to the attached rubric as a guide in terms of the content.
4. Organize your ideas and make a video of yourself expressing this message (1 minute
minimum and 3 minutes maximum).
5. You may incorporate illustrations and diagrams to make your video more informative. You
may also cite facts, statistics, and studies that you know of to back up your message
and be more convincing.
6. To have an idea as to how well you did with your output, rate yourself using the attached
rubrics.
7. Once done rating yourself, asses your output if it’s ready for submission by answering the
checklist below:
CHECKLIST
Put a check (/) mark on either Yes or No on the first two columns of the table below based on
your responses to the indicators presented. You must have all the indicators checked before
submitting.
POST-ASSESSMENT
8. Submit your output on Febuary 6, 2020 until 5:00pm through the #WOWBiPSULMS.
ATTACH THE RUBRIC WITH YOUR SELF-RATING AND THE CHECKLIST when you submit.
Feedback:
How well you do with your output? Look at the qualitative description of your scores below.
TIVE GUIDANCE & DISCIPLINE
KEY TO CORRECTIONS
LESSON 1
Abstraction-Comprehension Check
Question: Who is considered a child according to the UNCRC?
Answer: An individual below 18 years old are considered to be a child.
Question: What is the UNCRC for?
Answer: The UNCRC is a convention of different countries that aims to address child abuse worldwide
and to put emphasis on and protect children’s rights.
Question: Identify 3 articles in the convention that clearly provides for the protection and education of
children. Justify why you picked those 3 articles.
Answer: Any of the following can provides for the protection and education of children: Article 2, 6, 8,
12, 14, 18, 19, 28, 32, 33, 35, and 36.
Question: “Children become egoistic and abusive when they are informed their rights.” What is your
stand in this?
Answer: I disagree with this idea. Children does not become egoistic and abusive when they are
informed of their rights. They turn out to be such if they are not made to understand about it properly.
Mostly, children become abusive if the people around them are abusive as well.
Children need to be informed of the
Abstraction-Short Quiz
1. D
2. C
3. D
4. D
5. B
6. C
7. B
8. A
9. A
10. C
LESSON 2
Abstraction-Quiz
1. False
2. False
3. True
4. False
5. False
6. True
7. True
8. True
9. False
10. True
KEY TO CORRECTIONS
LESSON 3
Activity-Puzzle
1. REINFORCEMENT
2. MANAGEMENT
3. PRAISE
4. ENVIRONMENT
5. CONSEQUENCES
6. SHAPING
7. BEHAVIOR
8. COMMUNICATE
9. SELECTIVE
10. THREAT
11. PREVENTION
12. INTERVENTION
Analysis
The teacher in Scenario 2 responded better. According to the principles in positive discipline, children
may have a legitimate need that they are trying to fulfill when they misbehave. The child in Scenario 2
is in need of sleep. Young children naturally require more time to sleep. Waking up and shaming the
student in class would not be an ideal thing to do. However, further intervention is needed. A private
session with the child and parents may be called and remediation on the missed lessons.
Abstraction-Quiz
1. False
2. True
3. False
4. True
5. False
6. True
7. False
8. False
9. True
10. False
11. True
12. False
13. True
14. False
15. True
KEY TO CORRECTIONS
LESSON 4
Elaborate
Doing an advocacy for positive discipline is important because it is not yet that widely observed in
schools as well as at home. Parents and teachers who belong to the older generation where physical
punishment was encouraged and seen as “normal” and indispensable part of disciplining during their
time also seem to practice the same even up to this time. There is still a need to inform a wide
audience so that positive discipline can be mainstreamed. Abuses also still persist among schools and
at homes which hinders children’s healthy development. To give children more chances to
develop healthily, positive discipline should be promoted as much as possible.

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POSITIVE GUIDANCE & DISCIPLINE

COURSE MODULE OVERVIEW

PURPOSE OF THE MODULE

LESSON 1. Maintaining a Safe and Nourishing Early Childhood Education

LESSON 2. Misbehavior and Aggression in Early Childhood

LESSON 3. Positive Discipline and Guidance

LESSON 4. Making Advocacy Materials

1. This is an individual work to be done at home;

Developmentally Appropriate Practice (DAP). A framework that identified the considerations,

ACTIVATING STUDENT SCHEMA

WHAT I LIKED ABOUT GOING TO SCHOOL

WHAT I HATED ABOUT GOING TO SCHOOL

What were your answers above?

Directions: Answer the question below.

ANALYSIS (Venn Diagram)

UNITED NATIONS CONVENTION ON THE RIGHTS OF A CHILD (UNCRC)

While reading, bear in mind the questions below:

1. What is the UNCRC for?

A simplified version of the UNCRC is provided below:

Who is considered a child What

DEPED'S CHILD PROTECTION POLICY

While reading take note of the following guide questions:

Below are some of the salient points of the policy.

1. According to DO 40, s. 2020, who is a child among the following?

2. Which of the following does not qualify for child abuse?

3. Which of the following is an economic exploitation?

4. What is TRUE of positive discipline?

6. A kind of punishment committed by a teacher, administrator, or staff against a student as a

7. There is a need to use physical punishment to discipline children.

8. All of the following is an example of bullying, EXCEPT:

10. What are the prohibited acts covered in DO40, s. 2012?

DEVELOPMENTALLY APPROPRIATE PRACTICE

The following key points are presented as follows:

Core considerations in developmentally appropriate practice:

Principles of child development and learning that inform practice

Guidelines for developmentally appropriate practices

Your output will be graded using the attached rubric.

1. Make a reflection paper focusing on the following questions:

In this section, consider the following takeaway points:

Aidah. (2018). What is Developmentally Appropriate Practice? Retrieved 10 August 2020 at

ACTIVATING STUDENT SCHEMA

1. What were the common ideas expressed

2. What misbehavior(s) did

3. Based on the answers of the pupils, what

While reading, bear the following questions in your mind:

Quiz (True or False)

Campbell SB (2002). Behavior problems in preschool children:

ACTIVATING STUDENT SCHEMA

Read more about positive discipline in the following materials:

While reading, bear in mind the following questions:

Quiz (True or False)

1. Positive discipline will only make misbehaving children more hardheaded.

Main points introduced in the lesson:

What is positive discipline. (n.d.). Retrieved 15 August 2020 at

Positive Discipline Guidelines. (n.d.) Retrieved 15 August 2020 at

Continue only if you have already submitted your answer.

Video Advocacy 101. (n.d.). Retrieved 20 August 2020 at https://witnesstraining.wordpress.com/1-

What do you think is the importance of doing an advocacy of positive discipline?

Which lessons did you find most difficult?

What did you appreciate most from the lessons?

Thank you for your feedback!

1. This is an individual work to be done at home;