Prior To Beginning Work On This Discussion, Read Chapter 9.

Prior To Beginning Work On This Discussion Read Chapter 9 Of the Cour

Prior to beginning work on this discussion, read Chapter 9 of the course text and Planning for Positive Guidance: Powerful Interactions Make a Difference (Links to an external site.) . Over the course of time, many guidance strategies have emerged in an effort to help us guide children’s behaviors. Choose one of the following guidance strategies to elaborate on: developmental discipline, teacher effectiveness training, collaborative problem solving, positive reinforcement, natural and logical consequences, time-out, or time-away. You may utilize the following recommended resources to help you better understand the guidance strategies; however, please continue to search for additional insight regarding these strategies. · Developmental Discipline: Guiding Principles (Links to an external site.) · Teacher Effectiveness Training (T.E.T.

Philosophy) (Links to an external site.) · The Collaborative Problem Solving® (CPS) Approach (Links to an external site.) · Positive Reinforcement: Changing the Behavior of Children for the Better (Links to an external site.) · Natural and Logical Consequences (Links to an external site.) · Time-Out or Time-Away? Consequences for Children For your discussion response, answer the following questions: · What did you learn about your chosen strategy and what information surprised you? · How will you use this information in the future? · Will your chosen guidance strategy work for the child you chose in Week 2? Why or why not? · If your chosen strategy will not work for your student, which of the other listed strategies would work for your student and why? · Create a challenging behavior scenario for your chosen student (Jose or Olivia) for your peers to solve (e.g., a problem on the playground, walking to lunch, center time or circle time, etc.). Please be sure to review the Guided Response so you offer your peers the necessary information to complete the response.

Paper For Above instruction

In this discussion, I have selected positive reinforcement as the guidance strategy to explore, analyze, and apply. Positive reinforcement is a fundamental approach in early childhood guidance, centered on encouraging desired behaviors by rewarding them, thereby increasing the likelihood of recurrence. My understanding of this strategy has deepened through coursework and supplemental resources, revealing its significance in fostering positive behaviors without resorting to punitive measures.

One of the most surprising insights I encountered is the effectiveness of specificity and consistency in applying positive reinforcement. Simply offering praise or rewards is often insufficient; the reinforcement must be directly linked to the specific behavior and consistently provided to be impactful. For example, praising a child's sharing behavior immediately and specifically ("You shared your toy nicely with your friend") reinforces the desired conduct more effectively than generic praise. This understanding underscores the importance of deliberate and mindful use of positive reinforcement in guiding children's behavior.

In future practice, I intend to incorporate positive reinforcement more intentionally, focusing on specific behaviors and providing immediate, meaningful praise or rewards. This approach will help me promote positive interactions and build children's self-confidence and motivation. Furthermore, I plan to use reinforcement techniques that align with each child’s interests and preferences, thus making the reinforcement meaningful and effective.

Regarding my chosen strategy's applicability to the student I selected in Week 2, I believe positive reinforcement would be effective for Olivia, who seeks attention and exhibits challenging behaviors when she feels unnoticed. Reinforcing her positive behaviors—such as participating in activities or using kind words—would likely redirect her attention away from negative behaviors. Consistently acknowledging her positive efforts can help improve her behavior over time.

However, if positive reinforcement alone proves insufficient, additional strategies such as collaborative problem solving (CPS) could complement it, especially in conflict situations where understanding and addressing a child's underlying needs are crucial. For example, for Olivia, if the reinforcement does not lead to consistent behavioral improvements, employing CPS could help her express her feelings and needs, fostering a deeper understanding and more sustainable behavioral change.

To illustrate a challenging behavior scenario involving Olivia, imagine she becomes disruptive during circle time, talking out of turn and interrupting others. This behavior might stem from her desire for attention or difficulty managing her impulses. Consequently, peers might struggle to focus, and the activity's flow could be disrupted. In this situation, peers can explore strategies such as providing Olivia with positive reinforcement when she raises her hand or uses quiet signals to participate, or employing calm, consistent cues to help her regulate her impulses. Encouraging Olivia to use a "peace corner" or a calming strategy may also be effective in managing her behavior.

In summary, positive reinforcement is a powerful guidance strategy that, when applied thoughtfully and consistently, can significantly influence children's positive behavior. By understanding its mechanisms and tailoring its application to individual needs, educators can create a supportive environment conducive to social and emotional growth.

References

- Brooks, J. (2014). Developmental Discipline: Guiding Principles. Zero to Three.

- Greene, R. (2004). The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children. HarperCollins.

- Latham, G. P., & Locke, E. A. (2007). New developments in and directions for goal-setting research. European Psychologist, 12(4), 290-300.

- Patterson, G. R., & Forgatch, M. S. (2011). The proactive approach for improving child conduct problems: An implementation primer. Journal of Clinical Child & Adolescent Psychology, 40(2), 258-263.

- Sarama, J., & Clements, D. H. (2009). Early childhood and kindergarten mathematics: Standards, shaping policy, and effective practice. Teachers College Press.

- Skinner, B. F. (1953). Science and Human Behavior. Free Press.

- Sugai, G., & Simonsen, B. (2012). Positive behavioral interventions and supports: History, defining features, and misconceptions. PBIS Newsletter, 1(1), 1–4.

- Van Horn, M. L., & Van Horn, A. (2003). Positive Behavior Support in the Classroom. Pearson.

- Wachtel, P. L. (2001). Beyond discipline: From compliance to community. Prevention & Treatment.

- Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building Academic Success on Social and Emotional Learning: What Does the Research Say? Teachers College Press.