30.7: Impact of Personal Guidance Philosophy
- Page ID
- 199015
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Individual Philosophies
In discussing the nuances of guidance, discipline, and their application in the context of child development, particularly in educational settings, it becomes evident how these concepts vary based on individual philosophies and developmental stages.
The approach to discipline can significantly differ across childcare centers. Let us take one example: rules about toddlers wearing shoes. Some centers may allow shoes off in certain areas, while others maintain strict policies about keeping them on. The techniques employed to ensure compliance with these rules represent discipline in action. In this context, discipline is enforcing the school's philosophical approach to a particular rule, like wearing shoes.
The act of conforming to a rule, standard, or command.
Often, discipline is perceived negatively, possibly due to its association with punitive measures. However, discipline is fundamentally about teaching expectations and self-regulation. For instance, a student writing a paper must exercise discipline to avoid distractions and focus on the task. This form of discipline involves techniques like isolating oneself from distractions – a reflection of one's commitment to succeeding in the class[1].
The ability to manage one's behavior, emotions, and thoughts in pursuit of long-term goals.
Every family and classroom has its unique guidance philosophy, exemplified by different attitudes toward activities in the classroom. Let us look at an example like climbing up slides. While some may view it as beneficial, promoting communication and physical skills, others might consider it unsafe. This diversity in perspectives leads to varied discipline strategies in different settings, and the implementation of those discipline strategies connects back to the guidance philosophy of the center. Caregivers and directors must discuss the center’s philosophies in infant and toddler classrooms. Understanding and aligning these philosophies ensures consistent guidance and discipline practices within the educational environment.
Developmental Appropriateness of Discipline Techniques
Recognizing a child's developmental stage is crucial in determining appropriate discipline techniques. For instance, if a 4-month-old pulls someone's hair, the caregiver's response would differ from that of a two-year-old. The younger child’s actions are more exploratory due to limited understanding, so an appropriate response would be to comment on the interest the 4-month-old shows in a peer while removing the peer from harm's way. The two-year-old requires guidance to understand the implications of their actions, such as “It looks like you want to touch your friend's hair. Pulling hair hurts your friend, but you can ask them if you can touch their hair”. This differentiation in response is based on the child's developmental "equipment," in Fraiberg terms [2].
Guidance and discipline concepts in child development and education are multifaceted. They depend on the individual philosophies of caregivers and educators and the child's developmental stage. It is important to approach these concepts with flexibility and an understanding of each child's unique contexts, needs, and abilities.
Attributions:
- [1] Sege, R. D., Siegel, B. S., Council on Child Abuse and Neglect, Committee on Psychosocial Aspects of Child and Family Health. (2018). Effective discipline to raise healthy children. Pediatrics, 142(6). https://doi.org/10.1542/peds.2018-3112
- [2] Fraiberg, S., & Brazelton, T. B. (2008). The magic years: Understanding and handling the problems of early childhood. Scribner.