Chapter 7 : Guidance Essentials Questions And Answers
With Verified Solutions With 100% Correct Solutions
Latest Update 2024/2025.
NAEYC Standards for Professional Preparations (Standard 1) - ANSWER Promoting Child
Development and Learning
(Standard 2) - ANSWER Building family and community relationships
(Standard 4) - ANSWER Using developmentally Effective Approaches to connect with children
and Families.
(Standard 5) - ANSWER Using current Knowledge to build meaningful Curriculum.
Guidance - ANSWER Ongoing system by which adults help children learn to manage their
impulses, express feelings, channel frustrations, solve problems, and learn the difference between
acceptable and unacceptable behavior.
The guidance triangle - ANSWER is establishing effective guidance practices, adults take into
consideration three important elements: the child, the adult and the situation. For example a 2 year
old needing assistance is more likely to respond to the intervention of a familiar teacher than the one
who is subbing.
(the top) The child - ANSWER As an indivdual- Level of development, unique style, "whole
child" physical, emotional, intellectual, social. As a member of a family, race, culture, classroom.
(bottom left) Adult - ANSWER The role as a (teacher, parent, coach, advocate, friend).
Relationship to the child, values and bias's. Skills and guidance techniques.
(bottom right) The situation - ANSWER The physical environment, time of day, who or what
is involved, What else is happening, what is unique about the situation.
discipline - ANSWER Ability to follow an example or to follow rules; The development of self-
control or controlling in general, such as by imposing order on a group. In early childhood terms,
discipline means everything adults say and do and to influence a child's behavior.
Positive Guidance - ANSWER A method based on caring, respectful and supportive
relationships.
How to use positive guidance - ANSWER Begin with a positive that emphasizes what a child
should do: "Walk around the edge of the grass nina, so you won't get hit by the swing." rather than
saying "No" or "Stop"
Positive Guidance 2 - ANSWER Encourage critical thinking: "What will happen if you take
sammy's book? What do you thinl he will do."
, Positive Guidance 3 - ANSWER Support children when they change their behavior and
reinforce what is appropriate and what you want to see repeated: "You remembered to clean up after
using the clay. Good job"
Positive Guidance 4 - ANSWER Give examples: "When I am angry I find a quiet corner and
hug a pillow. Lets go find one for you."
Positive Guidance 5 - ANSWER State the reason for your request in clear and simple
statements: " If you move your chair to the other side, you wont be bothered by the children
dancing."
Punishment - ANSWER The act of inflicting a penalty for an offense or behavior
Self-Discipline - ANSWER Gaining control over one's own behavior
Environmental Influences- The physical setting - ANSWER Tells children clearly how to act in
that space, such as where to sit, read and write or play with blocks.
Environmental Influences- Materials and Equipment - ANSWER Should be adequate and
interesting to the age group. When children are occupied with stimulating, age appropriate materials,
there are fewer opportunities for misbehavior.
Environmental Influences- The daily schedule and timing of events indirectly influence classroom
behavior. - ANSWER When there blocks of time in which to choose activities, children can
proceed at their own pace without feeling hurried.
Environmental Influences- The interpersonal relationships between and among children and adults
should be accepting and supportive. - ANSWER Class size and teacher to child ratios that
allow for interactions help to create an atmosphere of trust.
Thomas and Chess (1977) - ANSWER Identifies 3 types of temperament in babies- The easy
child, the difficult child and the slow to warm up child. For example the easy child is effortless to warm
up too. But the slow to warm up to child may be harder to interact with. The difficult child tends to be
the one to get blamed on for things they didn't do.
behavioral problems - ANSWER This stems when a child is trying to express social and
emotional needs, such as to feel loved and cared for, to be included, to be considered important, to
have friends and to feel safe from harm.
developmentally appropriate practice(3) - ANSWER 1. Age appropriateness 2. Individual
appropriateness 3. Responding to family culture
(1) Age appropriateness - ANSWER These are behaviors common to a specific age group and
provide a context in which to understand the child. Behavior then can be seen as normal and
predictable and can be responded to accordingly. For instance, first and second graders have an ability
to consider others' point of view, so the teacher would help them problem solve by reflecting on how
their behavior affects others.
(2) Individual appropriateness - ANSWER The teacher considers what is known about each
child: his or her strengths, challenges, and interests. The guidance strategy then matches the
With Verified Solutions With 100% Correct Solutions
Latest Update 2024/2025.
NAEYC Standards for Professional Preparations (Standard 1) - ANSWER Promoting Child
Development and Learning
(Standard 2) - ANSWER Building family and community relationships
(Standard 4) - ANSWER Using developmentally Effective Approaches to connect with children
and Families.
(Standard 5) - ANSWER Using current Knowledge to build meaningful Curriculum.
Guidance - ANSWER Ongoing system by which adults help children learn to manage their
impulses, express feelings, channel frustrations, solve problems, and learn the difference between
acceptable and unacceptable behavior.
The guidance triangle - ANSWER is establishing effective guidance practices, adults take into
consideration three important elements: the child, the adult and the situation. For example a 2 year
old needing assistance is more likely to respond to the intervention of a familiar teacher than the one
who is subbing.
(the top) The child - ANSWER As an indivdual- Level of development, unique style, "whole
child" physical, emotional, intellectual, social. As a member of a family, race, culture, classroom.
(bottom left) Adult - ANSWER The role as a (teacher, parent, coach, advocate, friend).
Relationship to the child, values and bias's. Skills and guidance techniques.
(bottom right) The situation - ANSWER The physical environment, time of day, who or what
is involved, What else is happening, what is unique about the situation.
discipline - ANSWER Ability to follow an example or to follow rules; The development of self-
control or controlling in general, such as by imposing order on a group. In early childhood terms,
discipline means everything adults say and do and to influence a child's behavior.
Positive Guidance - ANSWER A method based on caring, respectful and supportive
relationships.
How to use positive guidance - ANSWER Begin with a positive that emphasizes what a child
should do: "Walk around the edge of the grass nina, so you won't get hit by the swing." rather than
saying "No" or "Stop"
Positive Guidance 2 - ANSWER Encourage critical thinking: "What will happen if you take
sammy's book? What do you thinl he will do."
, Positive Guidance 3 - ANSWER Support children when they change their behavior and
reinforce what is appropriate and what you want to see repeated: "You remembered to clean up after
using the clay. Good job"
Positive Guidance 4 - ANSWER Give examples: "When I am angry I find a quiet corner and
hug a pillow. Lets go find one for you."
Positive Guidance 5 - ANSWER State the reason for your request in clear and simple
statements: " If you move your chair to the other side, you wont be bothered by the children
dancing."
Punishment - ANSWER The act of inflicting a penalty for an offense or behavior
Self-Discipline - ANSWER Gaining control over one's own behavior
Environmental Influences- The physical setting - ANSWER Tells children clearly how to act in
that space, such as where to sit, read and write or play with blocks.
Environmental Influences- Materials and Equipment - ANSWER Should be adequate and
interesting to the age group. When children are occupied with stimulating, age appropriate materials,
there are fewer opportunities for misbehavior.
Environmental Influences- The daily schedule and timing of events indirectly influence classroom
behavior. - ANSWER When there blocks of time in which to choose activities, children can
proceed at their own pace without feeling hurried.
Environmental Influences- The interpersonal relationships between and among children and adults
should be accepting and supportive. - ANSWER Class size and teacher to child ratios that
allow for interactions help to create an atmosphere of trust.
Thomas and Chess (1977) - ANSWER Identifies 3 types of temperament in babies- The easy
child, the difficult child and the slow to warm up child. For example the easy child is effortless to warm
up too. But the slow to warm up to child may be harder to interact with. The difficult child tends to be
the one to get blamed on for things they didn't do.
behavioral problems - ANSWER This stems when a child is trying to express social and
emotional needs, such as to feel loved and cared for, to be included, to be considered important, to
have friends and to feel safe from harm.
developmentally appropriate practice(3) - ANSWER 1. Age appropriateness 2. Individual
appropriateness 3. Responding to family culture
(1) Age appropriateness - ANSWER These are behaviors common to a specific age group and
provide a context in which to understand the child. Behavior then can be seen as normal and
predictable and can be responded to accordingly. For instance, first and second graders have an ability
to consider others' point of view, so the teacher would help them problem solve by reflecting on how
their behavior affects others.
(2) Individual appropriateness - ANSWER The teacher considers what is known about each
child: his or her strengths, challenges, and interests. The guidance strategy then matches the
