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6: Guiding Behavior and Managing the Classroom

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    Learning Objectives

    At the end of the chapter, students should be able to:

    • Identify factors that influence behavior
    • Discuss the role of teachers in guiding behavior
    • Explain influences on behavior
    • Summarize principles of positive guidance
    • Describe guidance strategies to use for children with disabilities
    • Apply positive strategies to address behaviors

    Social-emotional development is foundational to children’s learning in all other domains. Through children’s experiences in close relationships with parents and teachers, children develop and learn the social-emotional skills necessary to act and interact with self-confidence, regulate their behavior, and be successful in the early school years and beyond. With the guidance of responsive and caring adults, “young children develop an understanding of other people’s feelings and needs, are encouraged to feel empathy and caring, learn to manage their own behav­ior as responsible group members, and acquire a variety of other capabilities that will be directly related to their success in managing the classroom environment of kindergarten or the primary grades” (CDE 2008, 4).[1]


    [1] California Preschool Program Guidelines by the California Department of Education is used with permission (pg. 24)

    This page titled 6: Guiding Behavior and Managing the Classroom is shared under a CC BY license and was authored, remixed, and/or curated by Jennifer Paris, Kristin Beeve, & Clint Springer.