# CTE Resource Center - Verso - Early Childhood, Education, and Services I Task 686890340

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify developmentally appropriate guidance techniques.

Definition

Identification includes advantages/importance of
  • good planning
  • establishment of rules
  • classroom management procedures
  • direct/indirect guidance skills
  • redirection
  • forbidden actions for staff (e.g., physical punishment, demeaning remarks, applying unpleasant substances [e.g., hot sauce for biting, unpleasant substances on thumb for thumb-sucking])
  • positive reinforcements (e.g., verbal encouragement, body language, eye contact).

Process/Skill Questions

Thinking
  • What is meant by developmentally appropriate guidelines?
  • What criteria should be used to select guidelines for behavior?
  • What are some potential consequences of having/not having guidelines for behavior?
  • How can we use positive guidance techniques to guide children's behavior?
Communication
  • What communication skills are needed to guide children in terms of appropriate behavior?
  • How are developmentally appropriate guidelines communicated to children, families, and the community?
  • What verbal and non-verbal methods and techniques can caregivers use to foster positive adult-child communication?
  •  Which communication and guidance techniques are most effective with specific age groups (e.g., infants, toddlers, preschoolers, school age)?
Leadership
  • What leadership skills are needed to implement guidelines for behavior?
  • How can guidelines be evaluated to determine their effectiveness in promoting appropriate behavior?
Management
  • What training and resources are required to implement guidelines that promote appropriate behavior?
  • How can instructional or play activities be managed to encourage appropriate behavior?
  • How do early childhood professionals establish and implement rules in the childcare setting?
  • How do early childhood professionals foster children’s self-care skills?

Related Standards of Learning

English

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Other Related Standards

FCCLA National Programs

A Better You

 

Family Ties

 

Working on Working

 

FCCLA: STAR Events (2019)

Career Investigation

 

Check the national website for Skill Events

 

Check the national website for online events

 

Focus on Children

 

Illustrated Talk

 

Interpersonal Communications

 

National Standards for Family and Consumer Sciences Education

4.3.5

Arrange the classroom environment to provide for learners' exploration, discovery, development, and reflection through multiple methods including learning centers.

4.3.6

Establish effective activities, routines, and transitions for various age groups.

4.4.1

Manage physical space to maintain a learning environment that is safe and healthy and encourages physical activity.