Author: Anonymous Submitted: 04.05.09 Word Count: 674
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
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.
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.