Guidance Philosophy Statement for Jens Little Ones LLC

Here at Jens Little Ones LLC, I feel that the ultimate goal of guidance is for a child to develop self-discipline. I believe that discipline should be handled in a way that respects the dignity, individuality, the will of the child and fosters selfconcept. Children participate and have input in guidance. They do not follow blindly because someone told them to. They do something because it makes sense, because it is needed. Methods I use to Provide Positive Guidance 1. Environment Accommodating the needs of all the children is a top priority. I believe that if a child has his/her needs meat, the child will feel secure enough to be able to cooperate and participate with others. I strive to provide an environment which is developmentally appropriate for each child: one which is challenging without being too frustrating. I work to provide an environment where children feel free to try new things because they know that help is there if things dont go as planned. Children are encouraged to make choices according to their interests. Children who are actively involved are much less likely to engage in mistaken behavior. Boundaries and consistency are important parts in producing an environment in which the child will feel secure. 2. Modeling Adults in a childs life serve as role-models for behavior, set expectations which children can handle and are there to provide support. I strive to be an excellent role model in by body language and my speech. I am fully aware that each mistaken behavior creates an opportunity to develop problem-solving skills. Disagreement provides practice in verbal skills, conflict resolution, recognition of and empathy for the needs of others. 3. Redirection This is a guidance technique in which I suggest an alternative choice in order to avoid conflict. This method is particularly effective with the very young children, who have not yet developed reasoning skills. 4. Positive Encouragement Not only do children need to know when they are

doing something good, but they also need to recognize on their own they did

something good. I provide positive reinforcement through the use of hugs, smiles and verbal encouragement to children throughout the day. We really focus on the positive aspects of each childs behavior. I also encourage children to describe what they have done. Such as, what was the best part? What was the hardest part? This method is preferable to good job and great type comments. 5. Balance Center A balance center takes the place of time-outs The purpose

of the balance center is to allow children some time and space to regroup. When a child feels they are in control of themselves they are free you join the group. A balance center is preferable to a time out. Because a child has a choice and input. The goal is for a child to decide they need a break away from everything and go the balance center to calm down, gain control and get some private time for themselves. 6. Opportunities Each moment of a childs life in an opportunity for a child and myself to gain knowledge. Children need to run, scream, kick, punch, yell and jump. Along with a whole host of other behavior many adults would find irritating and dangerous. I understand that while they could be dangerous, children still need to do so when the need strike. I use my creativity to create opportunities for children to do all those things and more in a safe and healthy way. It looks like you need to throw something (when I see a child throwing toys) How about we find you something better to throw? Or You can punch this, instead of HOW TO PUT THE GOALS OF RESPECTING A CHILDS DIGNITY AND ENCOURAGING A HEALTHY SELF-CONCEPT INTO PRACTICE There are a number of techniques that I have found helpful and effective. The best of these methods encourage children to think for themselves. This allows the children the opportunity to participate which gives them a sense of responsibility. There are many ways of asking a child to do something. These ways can be examined in light of two criteria: (1) whether they further our goals of respecting a childs dignity and encouraging a healthy self-concept, and (2) whether they work. Fortunately, the methods that work best usually further our long term goals.

EMOTIONS Emotions can be found at the root of actions that we would consider both positive as well as negative. I feel that the ability to recognize, accept and express emotions is part of a healthy self-image. I encourage the expression of emotions in acceptable ways: Its ok to be angry, its not ok to hit. I also avoid denying any emotion; all emotions are valid. Children cry, they get mad and sad, lonely and tired. They need to learn how to handle their emotions in a productive manner, not deny them. RESPONSIBILITY Children can learn responsibility by experiencing the consequences of their behavior. This is more effective than lecturing, yelling or moralizing a child. A logical consequence for not putting the scissors away, is that a child may not be able to use them later that day. (Because I have very young children, it is vital that I teach children how to be responsible with objects that might be dangerous for young children). Another way to encourage a childs participation is to offer a choice. You can pick up your toys by yourself, or I can help you. Do you want me to help? It is important to realize when a choice is being offered and to accept the childs decision. Or asking a child, Will you find the place for this? This helps a child focus on one thing at a time, therefore they are not overwhelmed by the mess of toys to put away even though picking up toys is NOT the most important part of the day However having toys put away saves future conflicts when the child cannot find a certain toy, because it was just put somewhere CONSISTENCY Children often test limits as part of their growth. It is important to provide them with the security of consistency. Imagine the ever present fenced play yard. But every day the fence moves. Some days it is giant and other days it is so tiny you cant even bend over to touch your toes. In a situation like this, a child is guaranteed to test where the fence is that day. On the other hand, if the fence is strong and stable and remains in place, they child will know just how far they can go. There for testing less often.

Helping children learn to make good choices is a day-by-day, year-by-year process. With the proper guidance and support, each child can become a caring, responsible and self-confident person.