Guidance Techniques.

  When I started researching I decided to take a look at some of my fellow classmates resources and reflections on their own blogs, I really liked what I saw and it helped give me a better idea of what to look at, and what to keep in mind. ( Thank you, my friends. )

  I found a number of resources for guidance techniques for young children, and below are the six guidance techniques that I have chosen as some of my favorites that I would use to guide young children, in a center classroom or at home. 

  Some of the guidance techniques that I have come across in my research are new to me, such as changing the environment...I've done this on occasion, though not usually intentionally thinking " I am going to facilitate their behavioral development in this way." I was usually just making adjustments, and they led to unintentional, though certainly not unwelcome behavioral improvements. Some of these guidance techniques are not so new to me, techniques such as redirecting and offering substitutes, this is one of my go to solutions, especially for younger children. 

  Redirection can be very effective in diffusing a volatile situation, sometimes all a child needs is a hug and someone to show them a new activity.

  I have included the links to the articles that I used as my resources at the bottom of the page.

Ignore Non-Disruptive Inappropriate Behavior

Children who behave inappropriately often receive the most attention from adults. Children who chronically misbehave are usually convinced that the only way they can get attention is through negative actions. While some behaviors cannot be ignored (unsafe or hurtful actions), some simply annoying ones can be safely overlooked. By ignoring these behaviors, the child will eventually see there is no gain in using that language or that behavior, and it may not be repeated.

• Limit attention to children who are used to negative responses from adults.
• "Catch the child being good" and then use effective praise when children are engaging in desired behaviors. Too often children get attention for inappropriate behaviors and are left alone when they are playing appropriately or when things are quiet and controlled in early childhood settings.

Offer Choices

Offering choices gives children some control over their own behavior, shows respect for them as individuals, and encourages independence. When children are given options to choose from, they are more likely to cooperate and meet classroom expectations.

"It's time to clean up the house area. Which will you put away, the dishes or the dolls?"

Change the Environment to Promote Behavior Changes.

Wise caregivers look for the causes of misbehavior.Are there squabbles over too few toys? Are children climbing because materials are out of reach? Are children whiny and cranky because meals and naptimes are too late? Consider changes in the environment that can make you less irritated and the children less frustrated.

 • Toddler Hannah spills Hannah uses a tall, narrow Hannah uses a heavy, broad-bottomed her milk—every day. plastic cup. cup.
 • Carlos and Sam fight There are 10 cardboard There are 40 blocks in a variety of shapes. over blocks. stacking blocks.
 • Milton can’t find his There is one jumbled shelf unit Each child has a labeled hook and cubby shoes. for children’s items. for storing personal items.

Redirect and Offer Acceptable Substitutes

• Give children acceptable alternatives rather than telling them what they cannot choose.
• Privately (quietly so just that child can hear) remind the child of the classroom rule and then redirect by offering an alternative or giving a choice.
  "Mohammed, it's not safe to pull the rolling pin away from Mariah. Mariah is using that rolling pin right now. Pick another toy until she is done."
  "Bobbie is sitting there, Susie. Remember, there is only one child on a carpet square. You need to find another seat. Tomorrow you can have a turn sitting next to me."
  "Blocks are for building. You can make a house or a barn or a road for the trucks."
• When necessary, remove the child from the problem area and redirect to another activity.
  "Julie, you're having trouble sharing the blocks. I can't let you hurt other people by pushing. It's not so crowded at the water table. I think you might have fun there. We have some new toys there. Let's go to the water table."

Facilitate Problem Solving with Children

Children can be taught a problem-solving process to resolve interpersonal conflicts. Below are ways teachers can help children to work through five steps to problem solving:

• What is the problem?
• What can you do?
• What might happen if . . . ?
• Choose a solution and use it.
• Is it working?

 Show Respect. Showing the child respect will help her know she is being guided not punished. The following three tactics will help: 1) Move to the child, instead of calling over to her; 2) Squat or kneel to her level; and 3) Look kindly into her eyes.

http://circle.adventist.org/files/jae/en/jae200568023707.pdf

http://www.education.com/reference/article/positive-guidance-techniques/

Becoming an Administrator.

...oh where to start? Do your groundwork. The sheer amount of work to be done before you even open a center is phenomenal.

First things first, you MUST go to the Child Care Center Orientation, no getting out of it.

  A center administrator should make sure of many things before starting the licensing process, because you've only got 90 days. For instance, An administrator looking at starting from the ground up, should make doubly sure that any building that they are considering for their site meets local city/county ordinances, it is a real pain to find out that the building you just took out a loan for needs $50k in safety updates, it is best to see if the Fire Marshall can take a look first as he can set you straight. That is just a small sample of the challenges that you face as an administrator, as an administrator you must make sure you are completely up to date on all regulations and training programs, and you need to ensure all of your staff are up to date in all of their training programs and that they are on the up-n-up with all those regulations too. Quite a hefty load.
 All of that, and I have only just scraped the surface of what administrators and directors need to accomplish and have in place, in order to run and maintain a center.
  There is so much more, Declarations of Compliance, DEL portable background checks, finger prints, lists of staff and documentation showing they are clear to go, floor plans drawn to scale, parent policies, USDA nutrition guidelines, CACFP, etc, etc, the list goes on and on. So, it is very wise to have all of your ducks in a row when applying to open and run a new center, and even if you are "simply" taking over an existing center.
  I take my hat off to all of the administrators and directors who work so hard to open these centers, and then put in the time to keep them open, helping families and their children.

Nutrition USDA

What is the process to apply for the Child and Adult Care Food Program for an early learning center?
 
  Initially you will need to contact your states CACFP specialists, from there they will send you the application packet, and supply you with further information and answer questions on the application process.
  New applications must be requested from OSPI, programs that would like to maintain there participation must fill out and submit a yearly renewal packet.
  As part of your application to gain approval for the CACFP program, you must attend a mandatory training on program requirements prior to your approval, also, you must conduct a study month, documenting and logging all attendance and meals for all children everyday for one month, you must also obtain a filled out income eligibility form from each family enrolled and attending your center, your programs reimbursement is based on the income levels of the families served by your center.

What are the requirements the centers must follow after they are approved?

Centers must follow all WAC guidelines as part of their continued eligibility for the CACFP program, they must also meet all USDA nutrition guidelines, following the USDA charts for which foods should  and should not be served, filling out a complete meal chart for every day and every meal, for every child. Centers must also stay up to date on all health and safety practices pertaining to food.

 Directors and Administrators must also attend this training yearly as CACFP program requirement.

Child Care - Annual Training Webinar
Webinar Aug 5, 2015 at 1:00 pm

What is the benefit?

  One major benefit, is to the families impacted by this meal assistance program, the financial stress that is lightened by the CACFP program is substantial. When Centers utilize this program they lighten not just the families burden but also their own, families no longer have to wonder how they will pay for their children's meals at school, they can then focus their attention on other equally important matters, and those centers need not worry about parents who are struggling to make those meal payments, the costs of those meals are now covered. Everyone's stress levels just went down.

Would  I use the food program in my center?

  Yes, I would use the CACFP program in my Center, because while it might be challenging to implement, it is incredibly worthwhile to every member of my center. By utilizing this program, worries are taken from families, they no longer need to choose between feeding their children and the car payment, and the Directors and Administrators no longer need to choose between keeping the center lights on or their own.

My E.C.E Philosophy

Early childhood teachers, hold a great many responsibilities in their hands, responsibilities that many might not realize they hold.

  A teacher is an instructor to be sure, but they are and should be so much more. A teacher is a sculptor and a gardener, an artist and a scientist, a warm nurturing presence as well as a stern disciplinarian, etc, etc. There are a lot of hats to wear when you are a teacher, We have many roles. 

  We have the job of aiding parents and guardians in raising their young children, this job seems to become more difficult every year. The truth of the matter is this, we as adults are often very selfish, to often teachers just want to take the easy way, which is understandable, they are only human. 

  It is very easy to ignore or trivialize a child's problems and feelings, we as a society often feel that we've "earned the right" to be in control, and that children can just deal with it until it is their turn. I remember this attitude from my own childhood, it sucked plain and simple, and it certainly didn't help my ability to work with or get along with others, fortunately this wasn't always the prevalent attitude in my childhood.
 One thing that I deeply appreciate about my life growing up, was my deep entrenchment in nature.
I grew up in the woods, the woods in the foothills of the sierra Nevada's in northern California. I still very clearly recall the towering pine trees, and the spreading branches of the Madrona trees, I loved watching my gardens bloom along with all of the wild flora, and I was always so surprised and excited by all of the animals I would see everyday. I knew when spring was coming when the robin redbreast's started flitting around, I also new it would probably mean more kittens soon too. I know these things because I grew up in nature, I learned to appreciate it and respect it. I now know that those things I learned then, that seem so trivial to some, are extremely important to our overall growth and development, that connection to nature is vital to our social-emotional and cognitive development, that connection to nature can also be used to further children's development in other areas as well, such as fine and gross motor skills, science and art, etc, etc.
  I believe that when we teach children, we should place emphasis on nature and teach in nature whenever possible. Obviously it is not always practical to teach in a forest or even just outside in the school garden, this why I believe classrooms should be constructed and designed to better incorporate nature into the curriculum, decorating the classroom with various non-toxic ( as well as forgiving ) houseplants plants, such as common fresh herbs used for seasoning for the children to help take care of, also class pets where possible. I also believe that children should be encouraged to just go outside and watch, and to "journal" about what they see and hear, and then to share what they recorded in their journal with their class. Activities like this build on children's awareness of the world around them, it builds language skills through discussion after their journal time, teacher's can help provide or find names for new things that their students otherwise might not have a name for. We have a great many things to learn from nature, I believe starting early is of utmost importance.
  I believe in respecting each individual child as well as their home and culture. I believe in promoting the connection between home and school, this connection is vital to not only the child, but to the family and to the teacher. When the connection between home and school is not strong and steady, their is increased stress for the child, the family, and the teacher, When there is increased stress, development for the child can become arrested, leading to certain potentials never being reached.
  To promote the connection between the teacher, child, and home, I would plan a number of interactive events, such as nature hikes, or cultural exchange parties, inviting parents and other relatives to come and participate in these events. I would also be sure to encourage parents and relatives to volunteer in the classroom on a regular basis, thus creating not only child oriented learning, but family oriented learning. I feel that when parents and other family members are more actively involved in the classroom, that they are more involved with their child's education and development at home as well as more aware of the importance of that education and development in the home environment. In addition I would also be sure to maintain a monthly newsletter, detailing what we will primarily focus on, birthdays that month, fun family activities and resource events for the month, and also a brief summary of the month previous.
  I would welcome each child and family, no matter how they differ, whether it be a difference in religion, or heritage, or special needs, be it a dietary restriction or a physical or developmental handicap, I would do my best to reasonably accommodate each individual child and family to best promote each child's growth. No one should ever feel ostracized because they are different.
  My philosophy is a bit of a mixed bag, I take some of my curriculum cues from others, such as Reggio Amelia, the Forest schools, the Green school (Bali), and also from the Guba Farm Playschool (Swaziland), I recently discovered some of these approaches to teaching children and some of them I've known of previously, and I have found that they very much support my belief that children have the right and the need to be treated with respect, and that they be allowed to learn in a way that is natural to them, through play and discovery, and that nature and natural materials should be promoted not shunned, that community is essential, pooling resources to help everyone adult and child alike to meet the best possible outcome.