AN ECLECTIC APPROACH TO CHILD GUIDANCE

To begin with, my philosophy for child guidance would emphasize understanding the unique qualities and experiences of each child as influenced by emotional and cognitive development, family situation, social environment, and personality. I believe children should be treated with respect and dignity. I would only use child guidance techniques that are positive and emotionally supportive of each child. The approach I would use to guidance and discipline begins with modeling appropriate care for the environment, positive interactions between staff and children, and gentle reminders of expected behaviors. “Limit setting” (discipline) is done in a predictable, clear, and sensitive manner. Limits to be set are, two areas of importance: not hurting oneself or others, and respecting everything in the environment. I would also set the environment to minimize the necessity of limits and share control with the children in the decision-making process. In establishing guidance techniques, Primary goal is to support the child in developing awareness in these two areas and then establishing effective “inner discipline” or self control. This reduces their dependence on adult- imposed control. Positive guidance techniques, such as redirection or facilitated problem solving are successful in helping children resolve conflicts, or in learning acceptable behaviors. Adults, parents, and teachers would be encouraged to assist children in identifying the problem or issue, and work through the resolution with patience, care and understanding. Children are allowed to share and express their emotions to learn how to deal with their feelings and to feel accepted for who they are. Children are our future. How we treat and educate young children will affect our future. I believe that positive early childhood experiences affect children's achievements and attitudes throughout their school careers and lives. By focusing on strengths in what a child can do will help development in all areas. This can be achieved in a positive, natural and meaningful way. With this positive influence, children will gain academic, social, and emotional success. I consider the best learning environment to be one in which children are actively involved. Children need to create their own knowledge and express themselves creatively in order for meaningful learning experiences to take place. When children are actively engaged in their learning, they begin to take ownership of their education. All children have special gifts and talents. These talents should be recognized and developed throughout a child primary years of education and rearing in the home environment. Children will begin to value and feel good about who they are while developing an appreciation for and acceptance of differences in others. THORIES THAT SUPPORT MY PHILOSOPHY Vygotsky’s Theory supports my philosophy in several areas, especially during the child’s cognitive development. Vygotsky’s theories encourage; children to construct their knowledge, development can not be separated from it’s social context, and learning can lead development. An example self development is: child engaged in problem solving, child offering solutions, child and giving examples of strategies. Adlerian’s Theory supports my philosophy in the areas of; offering children mutual respect, encouragement, feelings of “security”. The areas not agreeable on is the “Reward and Punishment” idea. However, my philosophy does agree with the logical and natural consequences of a child’s behavior and actions. I would have to base these theories on the individual child, their needs and and the situation they are involved in. In closing, today children are living in a generation that must support a child’s development by; building their self esteem, show respect each, encouraged to express their feelings, develop healthy forms of self-control and to feel safe and secure. Our responsibility as educators, caregivers and parents is to support the above through our approach and philosophy practiced. Lastly to be excellent role models as we teach and guide children. Bibliography http://www.muskingum.edu/~psych/psycweb/history/vygotsky.ht Berk, Laura E. & Winsler, A. (1995) . Scaffolding Children's Learning: Vygotsky and Early Childhood Education. Washington, DC: National Association for the Education of Young Children. http://ourworld.compuserve.com/homepages/hstein/theoprac.htm