Effective Ways A Provider May Respond Include:There is a difference between Child Guidance and punishment. That differenceplays a big part in the kind of person each child becomes.Positive Child GuidanceDepartment of Early Education and Care licensedprograms may not use child guidance techniques thatuse of any form of punitive punishment or physicalrestraint. Punitive punishment is spanking or use ofother physical forms of abuse; subjecting children tocruel or severe punishment such as humiliation, verbalabuse, neglect; depriving children of meals or snacks;force feeding children; and disciplining a child forsoiling, wetting, or not using the toilet; or forcing achild to remain in soiled clothing or forcing a child toremain on the toilet, or using any other unusual orexcessive practices for toileting and other practicesused to motivate the child to become more compliantwith the caretaker’s authority and demands. Physical• Separate the child from the environment, but have the child remain withinthe teacher/provider’s immediate and direct supervision until the child isable to regain self-control and re-join the group;• Have the teacher/provider place him/herself in close proximity to the childuntil the child is able to regain self-control when the child cannot beremoved from the environment. In this instance, the teacher/provider mustalso remove anything within the child’s immediate reach that is a potentialdanger to the child or others.• If necessary, the teacher/provider may use another adult to support andassist in calming the child until the child is able to regain self-control.• Talk calmly to the child; this is always appropriate.Page 4 TAChildGuidanceGCC20051107

Relationships that are created in the earliest yearsare believed to differ from relationships created in later yearsbecause they are formative and constitute a basic structure withinwhich all meaningful developments unfolds

Materials that families can use to help children withdisappointment, sadness, and anger» http://challengingbehavior.fmhi.usf.edu/do/resources/documents/bkpk_disappointment.pdf» http://challengingbehavior.fmhi.usf.edu/do/resources/documents/bkpk_anger.pdf» http://challengingbehavior.fmhi.usf.edu/do/resources/documents/bkpk_recognize_sadness.pdfThe Pyramid Model Consortiumis a collaborative partner with

In your communication with families, you might wish to provide information on limitingchild exposure to media that is disturbing or difficult for the child to understand. Thereare resources from the Academy of Pediatrics (https://healthychildren.org ) and otherorganizations that could be helpful reminders.

Consider posting a statement on your bulletin board, web site, or program door. Thestatement can reiterate your commitment to providing a safe, nurturing environment for allchildren and staff, and families. Your statement might reassure families that your staff willcontinue to work together to maintain a welcoming and supportive environment where allchildren and families are valued

heprofessionalteacherreliesonunderstandingratherthanpatience,andusesinterventionsthataddresstheproblem,butprotecttheselfesteemofthechild.

Theproblemwithtraditionaldisciplineisthatittooeasilyslidesintopunishment.Disciplinetendstopunishchildrenformakingmistakes;guidancehelpschildrenlearnpositivealternativesfromtheirmistakes.

In usingconflict management procedures, teachers should guide children from highlevel mediation, to low level mediation, to child-negotiation. The teachershould also model and teach a consistent conflict management strategyinvolving a 5-step mediation process. A comprehensive approach is necessaryfor children with strong unmet needs. For teachers to use guidanceeffectively, they must build and maintain a personal and professional supportsystem. (KB)ReproductionssuppliedbyEDRSarethebestthatcanbemadefromtheoriginaldocument.