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Guidance philosophy statement
The philosophy for guiding children’s behavior is drawn from the image of the child as being a competent, capable, and an autonomous individual. An approach that helps children to learn from their experiences and from reasoning should be utilized. The end goal of this constructivist approach is moral autonomy (Fields, Merrit, & Fields, 2014). Early childhood educators are to assist children rather than dictate or takeover situations. A strong understanding of developmental stages and trusting relationships with children should be present in the learning environment. Utilizing natural and related consequences instead of punishments as discipline contributes to a strong and trusting relationship between child and educator.
“Guidance provides children with appropriate and positive models of behavior and helps them to develop respect, self-regulation, self-confidence and sensitivity as they learn and grow. Guidance is needed while appropriate behavior is happening, as well as before, during, and after inappropriate behavior is displayed.” (Govt of BC, 2016). It’s important to remember that children need guidance for appropriate behavior as well. Recognizing when children are making positive choices contributes to positive self-esteem and teaches children that the behavior is valued. For example, if a child is helping another child clean up spilled markers, simply stating “you’re helping Johnny clean up the markers!” with a smile, helps the child understand that their actions are valued and appreciated.
Children respond well to educators with whom they trust. Strong relationships are necessary when it comes to positive guidance. The Early Learning Framework (2008) states that “North American research on child development suggests that in order to establish a secure foundation to explore the world, infants and young children need to form a strong attachment to their primary caregivers.” (P 10, para 1). Educators should be active participants in the learning environment so that strong relationships can be established. Being responsive to children’s needs throughout the day builds a solid foundation of trust. Understanding that children are unique individuals and may require different guidance techniques is important. Observations can be used to help get a better picture of causes of challenging behavior. Observing also solidifies the idea that educators should be focusing on the behavior rather than the child. Reflection on what can be done differently, or what is causing the undesirable behavior is crucial. If a child appears to be hitting children at random, taking a step back to observe and see the bigger picture can be helpful in pinpointing the cause. Perhaps after observation it becomes evident that the child is struggling to enter play, therefore, educators can then support the child develop that skill.
“Going through the motions of good behavior isn’t nearly as important as caring about how others feel and accepting personal responsibility for wrongdoing.” (Fields, Meritt, & Field, 2014, p 57). Educator’s should be modelling appropriate behavior and language in order for children to learn empathy. Leading by example, utilizing positive guidance strategies, and focusing on behaviors rather than the child are all ways that educators can help children develop their intellectual and social development. Offering children opportunities to respond, understand, and make positive choices is imperative to building a positive self-esteem for children and leads to moral autonomy.