Item Guides to Speech and Action Guides to Speech and Action When Working With C

Question

Item Guides to Speech and Action Guides to Speech and Action
When Working With Children and Adolescents
In Speech
1. State suggestions or direction in positive form.
Tell the children what to do instead of what not to do. Make suggestions in a positive way. More important still, have clearly in mind what the child is to do, steer him toward this behavior with more confidence and assurance--with more chance of success. Examples: “Ride your tricycle around the bench,” instead of, “Don’t bump the bench.” “Throw your ball over here,” instead of, “Don’t hit the window.” “Give me the ball while you’re climbing,” instead of, “Don’t climb with that ball.” “Take a bite of your dinner now,” instead of, “Don’t play at the table.” “Play softly on the piano,” instead of, “Don’t bang on the piano.”
2. Give the child a choice only when you intend to leave the situation up to the child. Being able to make decisions helps develop maturity, but be sure the decisions are within the limits of the child’s capacities and experience. Be careful when a choice is offered. Do you want the child to make a choice? Be sure questions are legitimate ones. Examples: “It’s time to go home now,” instead of, “Do you want to go home now?”
3. Your voice is a teaching tool. Use words and tone of voice which will help the child to feel confident and reassured. A quiet, firm manner of speaking conveys confidence and reassures the child. Speech conveys feelings as well as ideas. Children, as well as adults, grow irritated when shouted at.
4. Avoid trying to change behavior by methods which may lead to loss of self-respect such as shaming a child or labeling the behavior “Naughty” or “Selfish.” Children will be helped when they are accepted as they are. Help each find successes rather than failure.
5. Avoid motivating a child by making comparisons or encouraging competition. The child will be better off when he gets pleasure out of doing a thing, not just in getting the thing done to impress others. Self-motivation prepares them to succeed for the rest of their life.
6. Redirection is most effective when “consistent” with the child’s motives or interest. In changing a child’s behavior, turn his attention to an act which has equal value as an outlet for him or her. Effective redirections require imagination to capture the interest of children. Example: If a child is throwing a ball dangerously near a window, we can suggest a safer place to throw it. If he’s throwing something dangerously because he’s angry, we can suggest an acceptable way to drain off angry feelings, like throwing against a backdrop or using a punching bag or pounding at the workbench.
In Action
7. Avoid making models in any art media for children to copy. Art is valuable because it is a means of self-expression. It is a language to express feelings. Models may block means of self-expression. Example: An adult may sit at the clay table, feeling the clay, patting it, and enjoying it as the children do but will not “make” anything.
8. Give the child the minimum amount of help so that he or she may have the maximum chance to grow in independence. Give help only when the child needs it. Leave the childfree to satisfy his or her strong growth impulse to be independent.
9. Make your suggestions effective by reinforcing them when necessary. Give only minimum amount of help necessary, but be sure to give as much as necessary. Anxiety and insecurity often take the form of over-verbalizing. Example: “It’s time for lunch,” may need to be reinforced by another suggestion such as, “I’ll help you park your wagon,” if the child is reluctant to leave his play, and then reinforced by actual help in parking.
10. Prevention is the most effective way of handling some problems. Learn to foresee and prevent rather than mop-up after a difficulty. Learning to prevent problems is important because, in many cases, children do not profit from making mistakes. In most instances of serious behavior problems, there is a warning. Example: The child who approaches others by doing something annoying may learn acceptable ways of approaching others if the teacher observing that he is about to go up to a group and knowing what he did previously in a similar situation says to him, “If you would like to play with them, you might knock first and ask Michael if he needs another block,” or some other suitable suggestion.
11. When limits are necessary, they should be clearly defined and consistently maintained. Keep limits clear, consistent and firm.
12. Use the most strategic positions for supervision. Observation of the total setting involving children/adolescents is essential to effective guidance. An adult standing between two groups engaged in different activities can make sure that one group does not interfere with the other and so can forestall trouble.
13. The health and safety of children/adolescents are a primary concern. A good supervisor of children and/or adolescents must be alert to things which concern the safety of children/adolescents. Being alert means observing and removing sources of danger. The skillful supervisor never relaxes his/her watchfulness.
14. Observe and take notes. Learn to recognize significant incidents of children’s/adolescents’ behaviors and make a note at the time or as soon after as possible. Always date each note. Re-read these notes later and make interpretations. Improve your ability to select significant incidents and make meaningful records.

Adapted by Patty Meritt from: Read, K., Gardner, P., & Mahler, B.C. (1993).
Early Childhood Programs. (9th ed.). Fort Worth: Harcourt Brace Javonovich.


Assignment 9.1 Positive Actions Listed above are several recommendations on how to maintain positivity both in words and actions with small children and adolescents. Statistics show that it takes 7 positives statements to outweigh one negative statement said to a person. You can imagine the amount of negativity that is spoken so we need to double our efforts to increase the amount of positivity in the lives of young children we serve.
For this assignment, choose 3 actions and 3 words that you can state to a young child this week. If you do not work with children, that's ok! Try it with an adult and report your responses in a Word document.
Points Possible: 30
Item Guides to Speech and Action Guides to Speech and Action
When Working With Children and Adolescents
In Speech
1. State suggestions or direction in positive form.
Tell the children what to do instead of what not to do. Make suggestions in a positive way. More important still, have clearly in mind what the child is to do, steer him toward this behavior with more confidence and assurance--with more chance of success. Examples: “Ride your tricycle around the bench,” instead of, “Don’t bump the bench.” “Throw your ball over here,” instead of, “Don’t hit the window.” “Give me the ball while you’re climbing,” instead of, “Don’t climb with that ball.” “Take a bite of your dinner now,” instead of, “Don’t play at the table.” “Play softly on the piano,” instead of, “Don’t bang on the piano.”
2. Give the child a choice only when you intend to leave the situation up to the child. Being able to make decisions helps develop maturity, but be sure the decisions are within the limits of the child’s capacities and experience. Be careful when a choice is offered. Do you want the child to make a choice? Be sure questions are legitimate ones. Examples: “It’s time to go home now,” instead of, “Do you want to go home now?”
3. Your voice is a teaching tool. Use words and tone of voice which will help the child to feel confident and reassured. A quiet, firm manner of speaking conveys confidence and reassures the child. Speech conveys feelings as well as ideas. Children, as well as adults, grow irritated when shouted at.
4. Avoid trying to change behavior by methods which may lead to loss of self-respect such as shaming a child or labeling the behavior “Naughty” or “Selfish.” Children will be helped when they are accepted as they are. Help each find successes rather than failure.
5. Avoid motivating a child by making comparisons or encouraging competition. The child will be better off when he gets pleasure out of doing a thing, not just in getting the thing done to impress others. Self-motivation prepares them to succeed for the rest of their life.
6. Redirection is most effective when “consistent” with the child’s motives or interest. In changing a child’s behavior, turn his attention to an act which has equal value as an outlet for him or her. Effective redirections require imagination to capture the interest of children. Example: If a child is throwing a ball dangerously near a window, we can suggest a safer place to throw it. If he’s throwing something dangerously because he’s angry, we can suggest an acceptable way to drain off angry feelings, like throwing against a backdrop or using a punching bag or pounding at the workbench.
In Action
7. Avoid making models in any art media for children to copy. Art is valuable because it is a means of self-expression. It is a language to express feelings. Models may block means of self-expression. Example: An adult may sit at the clay table, feeling the clay, patting it, and enjoying it as the children do but will not “make” anything.
8. Give the child the minimum amount of help so that he or she may have the maximum chance to grow in independence. Give help only when the child needs it. Leave the childfree to satisfy his or her strong growth impulse to be independent.
9. Make your suggestions effective by reinforcing them when necessary. Give only minimum amount of help necessary, but be sure to give as much as necessary. Anxiety and insecurity often take the form of over-verbalizing. Example: “It’s time for lunch,” may need to be reinforced by another suggestion such as, “I’ll help you park your wagon,” if the child is reluctant to leave his play, and then reinforced by actual help in parking.
10. Prevention is the most effective way of handling some problems. Learn to foresee and prevent rather than mop-up after a difficulty. Learning to prevent problems is important because, in many cases, children do not profit from making mistakes. In most instances of serious behavior problems, there is a warning. Example: The child who approaches others by doing something annoying may learn acceptable ways of approaching others if the teacher observing that he is about to go up to a group and knowing what he did previously in a similar situation says to him, “If you would like to play with them, you might knock first and ask Michael if he needs another block,” or some other suitable suggestion.
11. When limits are necessary, they should be clearly defined and consistently maintained. Keep limits clear, consistent and firm.
12. Use the most strategic positions for supervision. Observation of the total setting involving children/adolescents is essential to effective guidance. An adult standing between two groups engaged in different activities can make sure that one group does not interfere with the other and so can forestall trouble.
13. The health and safety of children/adolescents are a primary concern. A good supervisor of children and/or adolescents must be alert to things which concern the safety of children/adolescents. Being alert means observing and removing sources of danger. The skillful supervisor never relaxes his/her watchfulness.
14. Observe and take notes. Learn to recognize significant incidents of children’s/adolescents’ behaviors and make a note at the time or as soon after as possible. Always date each note. Re-read these notes later and make interpretations. Improve your ability to select significant incidents and make meaningful records.

Adapted by Patty Meritt from: Read, K., Gardner, P., & Mahler, B.C. (1993).
Early Childhood Programs. (9th ed.). Fort Worth: Harcourt Brace Javonovich.


Assignment 9.1 Positive Actions Listed above are several recommendations on how to maintain positivity both in words and actions with small children and adolescents. Statistics show that it takes 7 positives statements to outweigh one negative statement said to a person. You can imagine the amount of negativity that is spoken so we need to double our efforts to increase the amount of positivity in the lives of young children we serve.
For this assignment, choose 3 actions and 3 words that you can state to a young child this week. If you do not work with children, that's ok! Try it with an adult and report your responses in a Word document.
Points Possible: 30
Item Guides to Speech and Action Guides to Speech and Action
When Working With Children and Adolescents
In Speech
1. State suggestions or direction in positive form.
Tell the children what to do instead of what not to do. Make suggestions in a positive way. More important still, have clearly in mind what the child is to do, steer him toward this behavior with more confidence and assurance--with more chance of success. Examples: “Ride your tricycle around the bench,” instead of, “Don’t bump the bench.” “Throw your ball over here,” instead of, “Don’t hit the window.” “Give me the ball while you’re climbing,” instead of, “Don’t climb with that ball.” “Take a bite of your dinner now,” instead of, “Don’t play at the table.” “Play softly on the piano,” instead of, “Don’t bang on the piano.”
2. Give the child a choice only when you intend to leave the situation up to the child. Being able to make decisions helps develop maturity, but be sure the decisions are within the limits of the child’s capacities and experience. Be careful when a choice is offered. Do you want the child to make a choice? Be sure questions are legitimate ones. Examples: “It’s time to go home now,” instead of, “Do you want to go home now?”
3. Your voice is a teaching tool. Use words and tone of voice which will help the child to feel confident and reassured. A quiet, firm manner of speaking conveys confidence and reassures the child. Speech conveys feelings as well as ideas. Children, as well as adults, grow irritated when shouted at.
4. Avoid trying to change behavior by methods which may lead to loss of self-respect such as shaming a child or labeling the behavior “Naughty” or “Selfish.” Children will be helped when they are accepted as they are. Help each find successes rather than failure.
5. Avoid motivating a child by making comparisons or encouraging competition. The child will be better off when he gets pleasure out of doing a thing, not just in getting the thing done to impress others. Self-motivation prepares them to succeed for the rest of their life.
6. Redirection is most effective when “consistent” with the child’s motives or interest. In changing a child’s behavior, turn his attention to an act which has equal value as an outlet for him or her. Effective redirections require imagination to capture the interest of children. Example: If a child is throwing a ball dangerously near a window, we can suggest a safer place to throw it. If he’s throwing something dangerously because he’s angry, we can suggest an acceptable way to drain off angry feelings, like throwing against a backdrop or using a punching bag or pounding at the workbench.
In Action
7. Avoid making models in any art media for children to copy. Art is valuable because it is a means of self-expression. It is a language to express feelings. Models may block means of self-expression. Example: An adult may sit at the clay table, feeling the clay, patting it, and enjoying it as the children do but will not “make” anything.
8. Give the child the minimum amount of help so that he or she may have the maximum chance to grow in independence. Give help only when the child needs it. Leave the childfree to satisfy his or her strong growth impulse to be independent.
9. Make your suggestions effective by reinforcing them when necessary. Give only minimum amount of help necessary, but be sure to give as much as necessary. Anxiety and insecurity often take the form of over-verbalizing. Example: “It’s time for lunch,” may need to be reinforced by another suggestion such as, “I’ll help you park your wagon,” if the child is reluctant to leave his play, and then reinforced by actual help in parking.
10. Prevention is the most effective way of handling some problems. Learn to foresee and prevent rather than mop-up after a difficulty. Learning to prevent problems is important because, in many cases, children do not profit from making mistakes. In most instances of serious behavior problems, there is a warning. Example: The child who approaches others by doing something annoying may learn acceptable ways of approaching others if the teacher observing that he is about to go up to a group and knowing what he did previously in a similar situation says to him, “If you would like to play with them, you might knock first and ask Michael if he needs another block,” or some other suitable suggestion.
11. When limits are necessary, they should be clearly defined and consistently maintained. Keep limits clear, consistent and firm.
12. Use the most strategic positions for supervision. Observation of the total setting involving children/adolescents is essential to effective guidance. An adult standing between two groups engaged in different activities can make sure that one group does not interfere with the other and so can forestall trouble.
13. The health and safety of children/adolescents are a primary concern. A good supervisor of children and/or adolescents must be alert to things which concern the safety of children/adolescents. Being alert means observing and removing sources of danger. The skillful supervisor never relaxes his/her watchfulness.
14. Observe and take notes. Learn to recognize significant incidents of children’s/adolescents’ behaviors and make a note at the time or as soon after as possible. Always date each note. Re-read these notes later and make interpretations. Improve your ability to select significant incidents and make meaningful records.

Adapted by Patty Meritt from: Read, K., Gardner, P., & Mahler, B.C. (1993).
Early Childhood Programs. (9th ed.). Fort Worth: Harcourt Brace Javonovich.


Assignment 9.1 Positive Actions Listed above are several recommendations on how to maintain positivity both in words and actions with small children and adolescents. Statistics show that it takes 7 positives statements to outweigh one negative statement said to a person. You can imagine the amount of negativity that is spoken so we need to double our efforts to increase the amount of positivity in the lives of young children we serve.
For this assignment, choose 3 actions and 3 words that you can state to a young child this week. If you do not work with children, that's ok! Try it with an adult and report your responses in a Word document.
Points Possible: 30

Explanation / Answer

Dealing with young children could be very exhaustive. A child may be small and innocent, but he/she is constantly learning and observing. Childhood is the most important stage for human, since it would mould him to be a better human being. So it is very important for the care giver to pay attention to the child in terms of its needs and wants.

If observed children are visual learners when compared to auditory learning. They are often attracted to bright colors and try to grab toys. Later when the child grows he/she becomes a more auditory learner. Since the child is able to understand the directions that are given. So the care giver should pay attention to minute details like the tone of voice, usage of language and the television shows that they watch has an impact on their behavior.

Related Questions

Navigate

• Browse (All)
• Browse I
• Subjects

---

---

Integrity-first tutoring: explanations and feedback only — we do not complete graded work. Learn more.