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

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.

Indirect Guidance influences

Items that teachers have control over:Their own expectationsThe environments that they createMuch of what happens in the

environment for the children.

Organizing Space

Environment needs to be the “extra teacher” in the classroom

SAFETY

First consideration in a Children’s Center

Compliance with regulations Respect for the safety of the children

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,

Social Space

The area of space that a child feels that belongs to him.

Facilitated by arrangement of centers.

Personal Space

Each child needs a place that can be called their own.

Very difficult in a full day center with many children

Providing Clues for Behavior

Boundaries between centersPosters indicating the number

of children per center.

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.

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.

Balance of Activities

Balance the activities between; active and passive teacher directed and self directedTeacher initiated and self initiatedIndividual, small group, and large

group

Keys to appropriate scheduling

PredictabilityFlexibility

Transitions

Limit the number of these daily.

Plan for the transitionsStructure the transitions

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

Plan an inviting curriculum

Plan, plan and over plan a developmentally appropriate curriculum for the children

Observe the children

Get to know each individual child in your program.

Understand their family situationRespect the child and their family