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Indirect Guidance

Indirect Guidance . Chapter 5. Indirect Guidance. Behind the scenes work and planning that influences the behavior of a child. Requires the management of the environment The space The equipment Materials Human energy. Components of Indirect Guidance.

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Indirect Guidance

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  1. Indirect Guidance Chapter 5

  2. Indirect Guidance • Behind the scenes work and planning that influences the behavior of a child. • Requires the management of the environment • The space • The equipment • Materials • Human energy

  3. Components of Indirect Guidance • Forming appropriate expectation based on an understanding of child development • Managing space, time, and energy to create an environment that supports positive behavior. • Planning a curriculum that engages the whole child.

  4. Indirect Guidance influences • Items that teachers have control over: • Their own expectations • The environments that they create • Much of what happens in the environment for the children.

  5. Organizing Space • Environment needs to be the “extra teacher” in the classroom

  6. SAFETY • First consideration in a Children’s Center • Compliance with regulations • Respect for the safety of the children

  7. Amount of Space • How much space is required? 35 square feet per child inside, and 75 square feet outside according to KDHE requirements but NAEYC Accreditation standards require 50 square feet inside, and 75 square feet outside,

  8. Social Space • The area of space that a child feels that belongs to him. • Facilitated by arrangement of centers.

  9. Personal Space • Each child needs a place that can be called their own. • Very difficult in a full day center with many children

  10. Providing Clues for Behavior • Boundaries between centers • Posters indicating the number of children per center.

  11. Sufficient Play Spaces • Have at least 50% more play spaces than children, but ideally have 2 to 3 choices for each child • Have the play spaces interesting and appealing to the children, self explanatory and self correcting if possible.

  12. Managing TIME • Predictable schedule that the children will be able to predict what is going to happen next. • Provide warnings that are appropriate so children will be more willing to stop the activity to move on to the next one.

  13. Balance of Activities • Balance the activities between; • active and passive • teacher directed and self directed • Teacher initiated and self initiated • Individual, small group, and large group

  14. Keys to appropriate scheduling • Predictability • Flexibility

  15. Transitions • Limit the number of these daily. • Plan for the transitions • Structure the transitions

  16. Adult Child Ratio • Very important to have the proper number of trained staff for the number of children in your care. • 1 Adult to 10 preschoolers (2 ½ and potty trained to kindergarten age) Total group cannot be larger than 20 • 1 Adult to 12 preschoolers (3 years to kindergarten age) Total group cannot be larger than 24

  17. Plan an inviting curriculum • Plan, plan and over plan a developmentally appropriate curriculum for the children

  18. Observe the children • Get to know each individual child in your program. • Understand their family situation • Respect the child and their family

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