Ece 318

ECE 318: GUIDING CHILDREN’S BEHAVIOR AND
MORAL DEVELOPMENT
Course Description
The course focuses on the importance of fostering
social, emotional, and moral development in
the early years. It presents an overview of the
developmental, environmental, and cultural
factors that impact the behavior of young
children. The developmentally appropriate
strategies for cultivating moral values and guiding
children’s behavior in positive ways are highlighted.
QUESTION TO PONDER
I. During Your Early Years, What Particular

Parent’s Strategies Should They Employed
To Minimize Your Misbehaviors?
- Ans: The philosophical concept of reward-punishment

orientation was handed down from generation to
generation.
I. How observation helps teachers in teaching-
learning?
JOHN CALVIN
HISTORICAL PERPECTIVE:
PUNITIVE APPROACH TO DISCIPLINE
Calvinist Belief/Practices
- By JOHN CALVIN
–during the time of puritans (reformers), the use of
strict discipline to control children’s behavior.
- Religious leaders espoused obedience and an
unwavering adherence to rules. (Obedience Model)
- Bossard and Boll of 1966
-Teachers would regularly slap and spank children
with birch rods, cat-o’-nine tails, and paddles to
maintain order in the classroom
Birch rod Cat-o’-nine tails
HISTORICAL PERPECTIVE:
PUNITIVE APPROACH TO DISCIPLINE
J. B. WATSON
- “Founder of Behaviorism”
- Claimed that he could take any child to become any
type of specialist
” recommended a strict scheduling of routines
and minimal expression of affection toward children to
ensure obedience and develop character.
- OBEDIENCE MODEL
- absolute compliance to rules without
consideration of children’s perspectives. -
Punishment was used to inhibit children’s natural
impulses.
HISTORICAL PERPECTIVE
In American history, society has witnessed the

swinging of the pendulum from punitive discipline
to a more permissive model.
PERMISSIVE APPROACH
1.) Child Study Association of America, based on
the work of Sigmund Freud and G. S. Hall
- advocated permissiveness and a more
nurturing style of interaction
ACTIVITY (20 minutes)
ACTIVITY
Instruction: Using the
graphic organizer below,
provide a general idea/s,
concepts related to the
following proponents and
their corresponding
theories into practice
related to teaching and
learning.
PERMISSIVE APPROACH
2.) Johann Heinrich Pestalozzi, Friedrich

Froebel, Maria Montessori, and John Dewey
-Central theme: child guidance
- they authored child-centered approach to
discipline. Children’s developmental readiness was
incorporated into teachers’ practice.
-The emphasis was on children’s self-control
(children’s decision) rather than on
externally imposed discipline.
PERMISSIVE APPROACH
3.) DR. BENJAMIN SPOCK

- first American pediatrician to study
psychoanalysis in an attempt to understand
children's needs and family dynamics.
-who promoted a balanced, “firm and
friendly” approach (child-centered approach)to
discipline
-discouraged parents from spanking their
children, believing that it made children resentful and
inadvertently led to more violent behavior.
PERMISSIVE APPROACH
Teacher’s mood affects the
4.) HAIM GINOTT mood of the teaching
- authored the “Congruent Communication

Theory”
- the said theory has emphasized that
“believed that the behavior and language of
the instructor sets the tone for learning in the
classroom”
Advice:
- encourage parents to talk about feelings and
discipline in a positive manner.
PERMISSIVE APPROACH
4.) HAIM GINOTT

- encouraged TEACHERS to consider
alternatives to punishment that would foster
children’s self-esteem/Self-worth
Ex. (If you found out that child has certain talent
but failed to complete the assessment, you can
encourage him to show his/her talent in the front as
positive punishment)
- He believed that punishment made children
more “careful, not more honest and responsible”
QUESTION TO PONDER
What is the difference between positive

punishment from negative punishment?
Positive Punishment: you add an undesirable
stimulus to decrease a behavior.
(ex., reprimand/spanking)
Negative Punishment: remove a pleasant
stimulus to decrease a behavior.
(ex., removal of computer games if child
misbehaves)
PERMISSIVE APPROACH
5.) RUDOLF DREIKURS & LOREN GREY

-problem behavior resulted from feelings of lack of
significance in their social group.
- children should be given choices rather than be

forced to comply with teacher- imposed directives.
- These authors were proponents of a democratic

classroom system in which students play an active role
in determining rules.
PERMISSIVE APPROACH
5.) RUDOLF DREIKURS & LOREN GREY

- emphasize children’s acceptance of their mistakes as
they experience the logical consequences of their actions.
- Dreikurs described two types of consequences:
 Logical - reasonable results (anticipated) that follow behavior
either desirable or non-desirable. (ex. Failed to do the homework)
 Natural- results following the behavior occur naturally
(student tips his chair backward and falls = hurt and
embarrassment alone is sufficient consequence for his
misbehavior)
ASSERTIVE APPROACH TO DISCIPLE
ASSERTIVE APPROACH TO DISCIPLE
6.) LEE CANTER

-encourages teachers to be clear and decisive
in their ESTABLISHMENT OF RULES AND
EXPECTATIONS. (Pygmalion effect)
-assertive approach requires being firm,
being straightforward in expressing desires
and feelings, and following through on words
with actions if necessary. Reward is also being used.
DIANA BAUMRIND
- A well-known researcher in parenting style

- Developed the “Pillar Theory”-which draws
relationships between basic parenting styles and
children's behavior
DIANA BAUMRIND'S PARENTING
STYLES
DIANA BAUMRIND
- A well-known researcher in parenting style

- discovered that children raised in PERMISSIVE
HOMES were found to be:
- aggressive, impulsive, noncompliant, and
lacking in self-control (spoiled)
Children raised in AUTHORITARIAN
environments tended to be:
- aggressive, moody, and easily annoyed
What are the different factors that can contribute to child’s
behavior?
HISTORICAL PERSPECTIVES
Children’s behavior and adults’ responses have always

been grounded on:
 sociological (How?)- type of parental
guidance, parents limited time to interact with the
child
 philosophical (How?)- – adults sets of
beliefs in disciplining children, handed down
from one generation to generation
 psychological (How?)- – reward-
punishment orientation/ strict parents,
permissiveness.
Question to ponder
How the does the difference in environment

affect child’s development as well as his/her
behavior? State an example (identical twins)
 *Nurture vs. Nature
BRONFENBRENNER'S Ecological Systems Theory
views child development as a complex system of

relationships affected directly and indirectly by
multiple levels of the surrounding
environment, from immediate settings of family
and school to broad cultural values, laws, and
customs.
BIO-ECOLOGICAL THEORY MICROSYSTEM
ﬁrst level of
Bronfenbrenner's
MICROSYSTEM theory, and are the
things that have direct
 DIRECT CONTACT WITH THE CHILD: contact with the child in
 Parents (Parent’s philosophy) their immediate
 Siblings environment
 Teachers (Teacher’s Philosophy)
 School Peers (Peer influence until it becomes a character )
MESOSYSTEM MESOSYSTEM
is where a person's
 INDIRECT CONTACT WITH THE CHILD: individual
 interactions between the child’s microsystems do not
parents and teachers, function independently,
but are interconnected
or between school peers and siblings
and assert inﬂuence
upon one another
BIO-ECOLOGICAL THEORY
EXOSYSTEM (AMERICAN CONTEXT)

 INDIRECT CONTACT WITH THE CHILD:
 Neighborhood
 parent’s workplaces
 parent’s friends
 mass media
 Theparent may come home and have a short temper

with the child as a result of something which happened in
the workplace, resulting in a negative effect on
development
MACROSYSTEM
 how cultural elements affect a child's
development:
 socioeconomic status For example, a child
 Wealth living in a third world
country would
 Poverty experience a different
 Ethnicity development than a
child living in a
 geographic location
wealthier country
 ideologies of the culture
 CHRONOSYSTEM (“chrono”- time)

-Timing/Unexpected events can influence a child
Bronfenbrenner stated: development is “powerfully shaped by
conditions and events occurring during the historical period
through which the person lives’’ (Bronfenbrenner, 1999)
Ex. Pandemic
Death of Love ones
Parent’s divorce
*these might a driving force that drastically and
accindentally affect one’s development
MAJOR EARLIEST PROPENTS OF
EARLY CHILDHOOD EDUCATION
MAJOR EARLIEST PROPENTS OF EARLY
CHILDHOOD EDUCATION
JOHANN HEINRICH PESTALOZZI

((1746-1827))
-social and educational
reformer and writer in Europe
 believed that society could best be
changed by education and that the
reform began with assisting the
individual students to help themselves.
Helping the
 life for the young child should be happy disadvantage was
and free, and education in self-control not common
should be gradual and careful.
CHILDHOOD EDUCATION
JOHANN HEINRICH PESTALOZZI

 Pressure to learn beyond the child's
natural pace is harmful
 He also felt that “play is a natural gift,
propensity, or inclination of children,
and following its dictates would result in
a free-play approach” to effective
education.
 rejected the corporal punishment and
rote memorization
 he believed in the balanced approach of
educating the whole child through
including the “head, hands, and heart.
CHILDHOOD EDUCATION
FRIEDRICH FROEBEL ((1782-

1852))
 invented kindergarten which
literally means a “child's
garden”.
 children shall interact with their
surroundings/natures- the very
central theme of his philosophy in
education.
 the “use of gifts” was his most
remarkable feature in education.
CHILDHOOD EDUCATION
FRIEDRICH FROEBEL ((1782-

1852))
 He proposed that “
exploration and play” is
a necessary element in
educating the “whole” child
 action and direct
observation were the best
ways to educate
CHILDHOOD EDUCATION
 DR. MARIA MONTESSORI (1870-

1952)
 She became the director of a school for
children with learning disabilities in
1898. (successfully passed the
examination with other students)
 She believed that teacher shall facilitate

the environment to aid in the child’s
interests with the message to “follow
the child.
CHILDHOOD EDUCATION
 DR. MARIA MONTESSORI (1870-

1952)
 She believed that children learn
effectively when they were interested
in the activity and that they are
intrinsically motivated to learn.
 Childrens prefer real, purposeful,
experience (importance of natural
environment) over conventional toys.
 Emphasized the importance of
“prepared classroom
environment”.
CHILDHOOD EDUCATION
JEAN-JACQUES ROUSSEAU
 “father of early childhood education”
 emphasized the importance of
expression to produce a well-
balanced, freethinking child.
(existentialist view)/man is born free.
 He believed that if children are allowed
to develop naturally without
constraints imposed on them by
society they will develop towards their
fullest potential, both educationally
and morally.
CHILDHOOD EDUCATION
JOHN DEWEY
- promoted meaningful activity in learning
for children and participation in
classroom democracy rather than
rote memorization and authoritarianism
of teachers.
- curriculum should be relevant to
students’ lives, and “learning by
doing” and the development of practical
life skills were crucial.
- - Home life activities should be
integrated into school life as a form of
community life. (Pragmatism)
CHILDHOOD EDUCATION
JOHANN HERBART
(1776–1841)
 considered among the founders of
modern scientific pedagogy.
 education should be a subject for
university study.
CHILDHOOD EDUCATION
JOHANN HERBART
(1776–1841)
PRINCIPLES OF
HERBARTIANISM
 (1) preparation, a process of relating new
material to be learned to relevant past
ideas or memories in order to give the
pupil a vital interest in the topic under
consideration;
 (2) presentation, presenting new material
by means of concrete objects or actual
experience;
CHILDHOOD EDUCATION
JOHANN HERBART
(1776–1841)
HERBARTIANISM
 (3) association, thorough assimilation of
the new idea through comparison with
former ideas and consideration of their
similarities and differences in order to
implant the new idea in the mind;
CHILDHOOD EDUCATION
JOHANN HERBART
(1776–1841)
HERBARTIANISM
 (4) generalization, a procedure especially
important to the instruction of
adolescents and designed to develop the
mind beyond the level of perception and
the concrete; and
CHILDHOOD EDUCATION
JOHANN HERBART
(1776–1841)
HERBARTIANISM
 (5) application, using acquired knowledge
not in a purely utilitarian way, but so that
every learned idea becomes a part of the
functional mind and an aid to a clear, vital
interpretation of life. This step is
presumed possible only if the student
immediately applies the new idea, making
it his own.
Guiding and Understanding Children’s
Behavior
FACTORS THAT CAUSE CHILDREN TO
ACT OUT
FACTORS THAT CAUSE CHILDREN TO ACT OUT
I. EMOTIONAL Overstimulation
Temperament (overwhelmed)
Anger Need for attention
Defiance Jealousy
Assertiveness Low self-esteem
Frustration
Anxiety
Fears
Boredom
II. FAMILY • Relocation of home and

• Inadequate limit school
setting/excessive • Divorce
permissiveness • Substance Abuse
• Overly controlling • Domestic violence and
discipline neglect
• Sibling rivalry
• Demanding work
schedule
• Work-related travel
III. SCHOOL games

• Too many children • A “no” environment
• Too much noise and • Lack of clearly stated and
stimulation enforced rules
• Lack of developmentally
appropriate curriculum
• Poor classroom
organization (e.g.,
cluttered, too many toys)
• Competitive or violent
IV. PHYSICAL
• Poor nutrition
• Hunger
• Fatigue
• Illness
• Pain
• Allergies
V. LEARNING • Pervasive Developmental

DIFFICULTIES Disorder
• Developmental • Other special needs
disabilities/delay
• ADHD
• Perceptual
• Auditory
processing/Sensory
integration
• Speech and language
VI. ENVIRONMENTAL
• Peer influence
• Seasonal factors
• Poor housing
• Poverty
• Violence in the
community and in the
media
• Terrorism and war
Reducing Undesirable Behaviors in
the Classroom
Reducing Undesirable Behaviors in the
Classroom
 LAW OF EFFECT. which states that we are

motivated to gain rewards and avoid punishments.
This basic rule can be applied to several different
options that teachers have for classroom
management.
- proposed by Edward Thorndike
Reducing Undesirable Behaviors in the Classroom
TIME OUT TECHNIQUE punishes negative

behaviors by removing an unruly student from
the rest of the class.
CORPORAL PUNISHMENT
 The use of a physical punishment, such as
spanking or using a ruler to slap a child's hand.
 Most people consider it overly harsh, physically
dangerous and not effective and it was already
banned.
Reducing Undesirable Behaviors in the Classroom
SATIATION TECHNIQUE
-Instead of punishing negative behaviors, a teacher might decide to
actually encourage the negative behavior.
 For example, imagine Jarael continues to disrupt the class by

getting up to drink from the classroom water fountain. Instead of
discouraging Jarael, the teacher might stop the class and ask
Jarael to go up to the water fountain and stand there, drinking
continuously, for three minutes straight. This will make the point
that Jarael should no longer be thirsty, and it may embarrass him
by pointing out his negative behavior. This relatively light social
punishment might motivate Jarael to avoid the attention by
focusing on his schoolwork.
GUIDANCE TECHNIQUES
REDIRECTION: Redirecting the child’s attention to

a different toy or activity that is more acceptable.
 EX. IF HE IS ANGRY AT THE BLOCKS, LEAD HIM TO A
DIFFFERNT AREA OF THE ROOM AND INTRODUCE A
DIFFERENT ACITIVITY
REASONING: Explaining to the children the

consequences of their actions on other people and
the purposes for obeying rules.
GUIDANCE TECHNIQUES
MODELING: It is vital that adults model the type of

behavior that they desire in the children. This teaches
children how to deal with conflicts, cooperate, etc.
LISTENING: Be aware of what children are thinking

and feeling. It is important to check things out before
attempting to resolve problems and help children work
through their difficulties.
GUIDANCE TECHNIQUES
REINFORCEMENT: Encourage behavior through

praise or attention. When you comment on positive
actions, children increase any behavior they get attention
for (positive or negative).
OFFERING LIMITED CHOICES: Children like to

have some control over what happens to them. Offer
children good choices that are appropriate and then
accept their decisions. Do not give him a an unlimited
choices, unless he can really have what is chosen. What
would you like to drink? (avocado shake or oreo shake?)
Role play
1.) ACCEPTABLE OUTLETS FOR

EXPRESSING FEELINGS
AVOIDing OVER STIMULATION.
AVOIDing UNREALISTIC EXPECTATIONS:
Redirection Technique
Criteria:
Cooperativeness – 10
Content/theme/concept-10
Creativity-10
GUIDANCE TECHNIQUES
ACCEPTABLE OUTLETS FOR EXPRESSING FEELINGS:
Children need to express strong feelings but help
them find safe ways to do this. (why?)
AVOID OVER STIMULATION: Too many choices and options

overwhelm the children. Allow them an appropriate number of
choices.
POSITIVE GUIDANCE STATEMENT: Guidance methods,

which build children’s self esteem, and confidence in themselves.
Directions and rules are stated in a positive way such as, “Please
walk”, instead of “No running” (negative).
GUIDANCE TECHNIQUES
NATURAL & LOGICAL CONSEQUENCES:

Actions result in consequences whether negative or
positive. If the consequence is not too severe, let
natural consequences happen. If not, create a
consequence (Logical) that is appropriate for the
behavior.
 If Sally spills the paint, she must clean up the
mess (logical).
 Child feel embarrassed because of his
misbehavior
GUIDANCE TECHNIQUES
AGE APPROPRIATE ACTIVITIES: Activities

and equipment that are relevant and safe for the age
of the child promote growth and development.
AVOID UNREALISTIC EXPECTATIONS: It is

important that the teacher understand the skills and
abilities of the children.
SOLUTIONS TO MISBEHAVIOR:
For each of the following examples,

suggest an appropriate technique
for resolving the problem.
Scenario 1: DAN, aged 3, wants the toy truck that Mark,

aged 2, is playing with. DAN grabs the truck and a struggle
ensues.
What appropriate technique to resolve this
problem?
A. Duplicates of popular items should be available, but if
none are available, redirection may be used.
B. Set the rules and provide negative reinforcement if
possible. Listen to find out what happened.
C. Modeling. It is vital that adults model the type of behavior
that they desire in the children
ANSWER
Scenario 1: Maria, aged two, wants the toy truck that Mark,
aged 2, is playing with. Maria grabs the truck and a struggle
ensues.
problem?
A. Duplicates of popular items should be available, but if
none are available, redirection may be used. (ANS.)
Ratio:
REDIRECTION: Redirecting the child’s attention to a
different toy or activity that is more acceptable.
Scenario 2: Joshua, aged 5, is breaking crayons and throwing

them at the other children.
problem?
A. Provide negative reinforcement every time Joshua breaks
the crayons
B. Set the rules and provide corporal punishment if possible.
C. Speak to Joshua and remind him of the rules. If behavior
persists, use natural and logical consequences (ANS.)
ANSWER
Scenario 2: Joshua, aged 5, is breaking crayons and throwing

them at the other children.
What appropriate technique to resolve this problem?
B. Set the rules and provide corporal punishment if
possible. Speak to Joshua and remind him of the rules. If
behavior persists, use natural and logical consequences
(ANS.)
Ratio:
NATURAL & LOGICAL CONSEQUENCES: create a
consequence (Logical) that is appropriate for the behavior
(Joshua can’t continue to play with crayons since he broke it)
 Scenario 3: Amy, age 9 months, continues crawling to the

box of marbles and playing with them, even though she has
been moved several times.
problem?
A. The mother shall always provide a positive guidance for
her children.
B. Equipment is not age appropriate and should be
removed; they are not safe for babies. It is unrealistic to
expect a baby not to explore the world.(ANS.)
C. Modeling. Parents must show how to play marbles with
the child during leisure time.
ANSWER
 Scenario 3: Amy, age 9 months, continues crawling to the

box of marbles and playing with them, even though she has
been moved several times.
problem?
B. Equipment is not aged-appropriate and should be
removed; they are not safe for babies. It is unrealistic to
expect a baby not to explore the world.(ANS.)
Ratio: AGE APPROPRIATE ACTIVITIES: Activities and

equipment that are relevant and safe for the age of the child
promote growth and development.
 Scenario 4: Diana, age 5 and new at the center, just sits in

the corner and refuses to play with other children.
problem?
A. Find out what Dion is feeling. He may need
encouragement and support from an adult in order to
help with the stress of this new situation. (ANS.)
B. OFFERING CHOICES: The guardian or parent must offer
choices whether to play or not with other children.
C. REINFORCEMENT. Give Diana a piece of chocolate so
she will be encouraged to play with other children.
ANSWER
 Scenario 4: Diana, aged 5 and new at the center, just sits in the corner
and refuses to play with other children.
A. Find out what Dion is feeling. He may need encouragement and
support from an adult in order to help with the stress of this new
situation. (ANS.)
Ratio: LISTENING: Be aware of what children are thinking and

feeling. It is important to check things out before attempting to resolve
problems and help children work through their difficulties; AND,
POSITIVE GUIDANCE: Guidance methods, which build children’s self
esteem, and confidence in themselves ESP. tom play and interact with
others.
 Scenario 5: Bryan, aged 2, refuses to help cleaning up.

problem?
A. Children at this age cant start to learn to clean up. (ANS)
B. The parent or guardian must teach Bryan thru scaffolding
and give him positive reinforcement every time he
participates in cleaning up.
C. Setting rules and limits. Bryan must be taught how to
clean up as a form of early disciplining the children.
ANSWER
 Scenario 5: Bryan, aged 2, refuses to help cleaning up.

A. Children at this age can start to learn to clean up but they
assistance. (ANS.)
Ratio:
AVOID UNREALISTIC EXPECTATIONS: It is important that the
teacher understand the skills and abilities/capacities of the
children.
AGE APPROPRIATE ACTIVITIES: Activities and equipment that
are relevant and safe for the age of the child promote growth
and development.
CHILD BEHAVIOUR CONCERNS IN THE PRESCHOOL
YEARS
HABITS
BULLYING
FIGHTING
LYING
SHYNESS
TANTRUMS
ANXIETY
YEARS
HABITS
- Lots of children manifests certain habits
inside the classroom, like biting nails or
twirling hair; writing/drawing while
listening; Eating; Nose picking
YEARS
BULLYING
- can be devastating for children’s
confidence and self-esteem, especially
in the preschool years. If your child is
being bullied at preschool, he needs lots
of love and support, both at home and at
preschool.
YEARS
FIGHTING
- Disagreements and fighting among
children are very common. A few
factors affect fighting:
 Temperament
 Environment (modeling)
 Age and skills
YEARS
AGE AND SKILLS

- The way children handle conflict is
partly determined by their ages and
skill levels. For example, it’s common
for young children to behave
aggressively. This usually changes as
they grow and learn better ways of
resolving conflict.
YEARS
CHILDREN AGED 3-4 YEARS ARE:

 starting to cooperate, share and take turns – all of which will eventually lead to fewer
fights
 still learning about managing their feelings – so for example, they can become very
frustrated if something they want is taken away
 likely to need support, reminders and positive feedback
 might still express frustration in physical ways like fighting.
CHILDREN AGED 5-7 YEARS ARE:
 continuing to improve skills like sharing, taking turns, compromising and talking
through options
 much better at sorting out problems without needing grown-ups to step in, although
they still need encouragement.
CHILDREN AGED 8-12 YEARS:
 tend to be less physical, but have more verbal disagreements and fights than younger
children
 are becoming much more social, and want to get along with other children in groups.
YEARS
SHYNESS
- Shy behaviour is normal in
preschoolers. If your child is slow to
warm up, try to support her in social
situations.
YEARS
TANTRUMS
- they lose their temper in a noisy and
uncontrolled way. It might help to
remember that he’s still learning
appropriate ways to express feelings.
YEARS
ANXIETY?
Anxiety is a feeling of fear, dread, and uneasiness.
WHAT ABOUT ANXIETY DISORDER?

WHAT DO YOU THINK IS THE DIFFERENCE
BETWEEN ANXIETY AND ANXIETY DISORDER?
CAUSES OF ANXIETY DISORDER
Genetics. Anxiety disorders can run in families.

Brain chemistry. Some research suggests anxiety
disorders may be linked to faulty circuits in the brain
that control fear and emotions.
Environmental stress. This refers to stressful
events you have seen or lived through. Life events
often linked to anxiety disorders include childhood
abuse and neglect, a death of a loved one, or being
attacked or seeing violence.
CAUSES OF ANXIETY DISORDER
Drug withdrawal or misuse. Certain drugs may

be used to hide or decrease certain anxiety
symptoms. Anxiety disorder often goes hand in hand
with alcohol and substance use.
Medical conditions. Some heart, lung, and thyroid
conditions can cause symptoms similar to anxiety
disorders or make anxiety symptoms worse. It’s
important to get a full physical exam to rule out
other medical conditions when talking to your doctor
about anxiety.
RISK FACTORS FOR ANXIETY DISORDER
Some things also make you more likely to develop an

anxiety disorder. These are risk factors which include:
1) History of mental health disorder. Having
another mental health disorder, like depression
raises your risk for anxiety disorder.
2) Childhood sexual abuse. Emotional, physical,
and sexual abuse or neglect during childhood is
linked to anxiety disorders later in life.
3) Trauma. Living through a traumatic event increases
the risk of posttraumatic stress disorder (PTSD),
which can cause panic attacks.
Negative life events. Stressful or negative life

events, like losing a parent in early childhood,
increase your risk for anxiety disorder.
Severe illness or chronic health condition.
Constant worry about your health or the health
of a loved one, or caring for someone who is sick,
can cause you to feel overwhelmed and anxious.
Substance abuse. The use of alcohol (stimulants)

and illegal drugs makes you more likely to get an
anxiety disorder. Some people also use these
substances to hide or ease anxiety symptoms.
Being shy as a child. Shyness and withdrawal from
unfamiliar people and places during childhood is
linked to social anxiety in teens and adults.
Low self-esteem. Negative perceptions about
yourself may lead to social anxiety disorder.
ANXIETY AND RELATED DISORDERS IN CHILDREN
The term “anxiety disorder” refers to a group of

mental illnesses that includes:
1.)GENERALIZED ANXIETY DISORDER (GAD)

- You feel excessive, unrealistic worry and tension with
little or no reason.

- worry excessively about a variety of things, which
may include but are not limited to these issues:
1. Family problems
2. Relationships with peers
3. Natural disasters
4. Health
5. Grades
6. Performance in sports
7. Punctuality

Typical physical symptoms:
1. Fatigue or an inability to sleep
2. Restlessness
3. Difficulty concentrating
4. Irritability

FINDINGS:
 Children with GAD tend to be very hard on themselves and
they strive for perfection.
 These children may also seek constant approval or

reassurance from others, even when they appear not to have
any worries.
2.) OBSESSIVE-COMPULSIVE DISORDER

(OCD)
-is characterized by unwanted and intrusive
thoughts (obsessions) and feeling compelled to
repeatedly perform rituals and routines
(compulsions) to try to ease anxiety.

(OCD)
OBSESSIONS:
1. Constant, irrational worry about dirt, germs, or contamination
2. Excessive concern with order, arrangement, or symmetry
3. Fear of harm or danger to a loved one or self
4. Religious rules or rituals
5. Intrusive words or sounds
6. Fear of losing something valuable

(OCD)
COMPULSIONS
1. Washing and rewashing hands to avoid exposure to germs
2. Arranging or ordering objects in a very specific way
3. Checking and re-checking objects, information, or situations
4. Repeating a name, phrase, tune, activity, or prayer
5. Hoarding or saving useless items
6. Counting objects such as steps
7. Seeking reassurance or doing things until they seem just right

(OCD)
 Boys are more likely to develop OCD before
puberty, while girls tend to develop it during
adolescence.
 Research has shown that for teens with the eating
disorder anorexia nervosa, OCD is the most
common co-existing disorder.
Anorexia nervosa — often simply called anorexia — is an eating disorder characterized by an
abnormally low body weight, an intense fear of gaining weight and a distorted perception of
weight. People with anorexia place a high value on controlling their weight and shape, using
extreme efforts that tend to significantly interfere with their lives.
3.) PANIC DISORDER

- is diagnosed if your child suffers at least two
unexpected panic or anxiety attacks (sudden
strong feeling of fear)—which means they come on
suddenly and for no reason, losing control, or “going
crazy.” A panic attack includes at least four of the
following symptoms:
3.) PANIC DISORDER

1. Feeling of imminent danger 9. Nausea or abdominal
or doom (esp. earthquake) discomfort
2. The need to escape 10. Dizziness or
3. Rapid heartbeat lightheadedness
4. Sweating 11. Sense of things being
5. Trembling unreal, depersonalization
6. Shortness of breath or a 12. Fear of losing control or
smothering feeling “going crazy”
7. Feeling of choking 13. Fear of dying
8. Chest pain or discomfort 14. Tingling sensations
15. Chills or hot flushes
3.) PANIC DISORDER

*Agoraphobia can develop when children begin to
avoid places or situations that might cause you to panic
and make you feel trapped, helpless or embarrassed.
Refusing to go to school is the most common
manifestation of agoraphobia in kids.
4.) POSTTRAUMATIC STRESS

DISORDER (PTSD)
is a psychiatric disorder that may occur in people
who have experienced or witnessed a traumatic
event such as a natural disaster, a serious
accident, a terrorist act, war/combat, or rape or
who have been threatened with death, sexual
violence or serious injury.
4.) POSTTRAUMATIC STRESS

DISORDER (PTSD)
Children with PTSD often re-experience the trauma of the event through
nightmares or flashbacks, or re-create them through play.
They can have:
 difficulty sleeping or concentrating
 nervousness about one’s surroundings
 acting jumpy around loud noises
 withdrawing from friends and family.
*These Symptoms may not appear until several months or even years
5.) SEPARATION ANXIETY

DISORDER (SAD)
SEPARATION ANXIETY is normal in very young
children (those between 8 and 14 months old). Kids
often go through a phase when they’re "clingy" and
afraid of unfamiliar people and places.

DISORDER (SAD)
- is a condition in which a child becomes
fearful and nervous when away from home or
separated from a loved one -- usually a parent
or other caregiver -- to whom the child is
attached.

DISORDER (SAD)
SYMPTOMS:
 Extreme homesickness and feelings of misery at not being with
loved ones are common.
 refusing to go to school, camp, or a sleepover, and demanding that
someone stay with them at bedtime.
 Children with separation anxiety commonly worry about bad things
happening to their parents or caregivers or may have a vague sense
of something terrible occurring while they are apart.
6.) SOCIAL ANXIETY DISORDER

- Social anxiety disorder, or social phobia, is
characterized by an intense fear of social
and performance situations and activities.

Other symptoms include the following:
1. Hesitance, passivity, and discomfort in the
spotlight
2. Avoiding or refusing to initiate conversations,
invite friends to get together, order food in
restaurants, or call, text, or e-mail peers
3. Frequently avoiding eye contact with adults or
peers

4. Speaking very softly or mumbling
5. Appearing isolated or on the fringes of the
group
6. Sitting alone in the library or cafeteria, or
hanging back from a group in team meetings
7. Overly concerned with negative evaluation,
humiliation, or embarrassment
8. Difficulty with public speaking, reading aloud,
or being called on in class
7.) SELECTIVE MUTISM

a severe anxiety disorder where a person or
children refuse to speak in social situations where
talking is expected or necessary (esp. in school)

May stand motionless and expressionless, turn their heads,
chew or twirl hair, avoid eye contact, or withdraw into a
corner to avoid talking.
Parents are sometimes surprised to learn from a teacher
that their child refuses to speak at school.

Use of nonverbal communication to express
needs (e.g., nodding head, pointing)
Shyness, fear of people, and reluctance to speak
between 2 and 4 years of age
Speaking easily in certain situations (e.g., at
home or with familiar people), but not others
(e.g., at school or with unfamiliar people)
8.) SPECIFIC PHOBIAS

- specific phobia is the intense, irrational fear
of a specific object, such as a dog (cynophobia), or
a situation, such as flying (acrophobia – heights;
aerophobia - flying).
TREATMENTS
1.) COGNITIVE-BEHAVIORAL
THERAPY (CBT)
- This common type of psychotherapy
teaches you how to turn negative, or
panic-causing, thoughts and behaviors
into positive ones.
TREATMENTS
2.) ACCEPTANCE AND COMMITMENT
THERAPY (ACT)
- uses strategies of acceptance and mindfulness
(living in the moment and experiencing things
without judgment) as a way to cope with
unwanted thoughts, feelings, and sensations.
TREATMENTS
3.) DIALECTICAL BEHAVIORAL
THERAPY (DBT)
- emphasizes taking responsibility for
one’s problems and helps children
examine how they deal with conflict and
intense negative emotions.
TREATMENTS
3.) DIALECTICAL BEHAVIORAL
THERAPY (DBT)
Patients agree to do homework to practice new
skills. This includes filling out daily "diary cards" to
track more than 40 emotions, urges, behaviors,
and skills, such as lying, self-injury, or self-
respect.
MEDICATIONS
BETA BLOCKERS and ANTIDEPRESSANTS
 Selectiveserotonin reuptake inhibitors (SSRIs) -
treat depression by increasing levels of serotonin
in the brain.
 Serotonin-norepinephrine reuptake inhibitors

(SNRIs)- reduces anxiety by preventing a
person's brain cells from rapidly absorbing
these neurotransmitters, thus increasing
levels of Serotonin-norepinephrine in the brain
WHAT ARE THE IMPLICATIONS TO
PARENTS AND EARLY CHILDHOOD
EDUCATORS?
WHAT ARE THE IMPLICATIONS TO PARENTS AND EARLY
CHILDHOOD EDUCATORS?
Children’s behaviour must be understood in the context

of one’s own expectations about what is ‘challenging’
while considering children’s developmental level.
This requires:
an understanding of the child in the context of the
family, culture, community
knowledge of the child’s developmental stage
understanding of the family dynamics
anything unusual that may be occurring within the
family or influencing the child’s behaviour.
CLASSROOM MANAGEMENT
What is classroom management?
What is the importance of classroom
management?
THINK-INK-PAIR-SHARE
DEVELOPMENTAL DISCIPLINE
- an approach to classroom management that involves

a concerted effort to create a caring
community in the classroom in which each
child's needs for autonomy, competence, and
affection are balanced with the needs of community
in order to maximize the learning and well-being of
all.
- . It focuses on moving from teacher as
controller to student as the agent for self
control and self motivation.
Classroom management is the process by which

teachers and schools create and maintain
appropriate behavior of students in classroom
settings. The purpose of implementing classroom
management strategies is to enhance prosocial
behavior and increase student academic
engagement.
WHY CLASSROOM MNGT. IMPORTANT?
1. Establishes and sustains an orderly

environment in the classroom.
2. Increases meaningful academic learning and
facilitates social and emotional growth.
3. Decreases negative behaviors and increases
time spent academically engaged.
HOW TO MAKE CLASSROOM
MNGT. EFFECTIVE?
HOW TO MAKE CLASSROOM MNGT. EFFECTIVE?
Classroom management systems are most effective

when they adhere to three basic principles:
1. Emphasize student expectations for behavior and
learning.
2. Promote active learning and student
involvement.
3. Identify important student behaviors for success
APPROACHES TO
ASSERTIVE APPROACH
This type of approach was criticized in the 1960s as:

- Authoritarian
- Repressive
- Militaristic
- Prejudicial toward minority students
BEHAVIORAL MODIFICATION
APPROACH
is rooted in the classic work of James Watson
and the more work of B.F. Skinner. It involves a
variety of techniques and methods, ranging from
simple rewards to elaborate reinforcement
training. Behaviorists assume that behavior is
shaped by environment and pay little attention to
the causes of problems.
APPROACH
Building good discipline through MODELING
includes the following:
1.) Demonstration – students know exactly what is
expected. In addition to having expected behaviour
explained to them, they see and hear it.
2.) Attention – students focus their attention on

what is being depicted or explained.
APPROACH
Building good discipline through MODELING
includes the following:
3.) Practice – students are given opportunity to
practice the appropriate behaviour.
4.) Corrective Feedback – students receive
frequent, specific, and immediate feedback.
Appropriate behaviour is reinforced; inappropriate
behaviour is suppressed and corrected.
5.) Application – students are able to apply their
learning in classroom activities (role playing,
modeling activities) and other real-life situations.
APPROACH
There are several types of reinforcers, each of which may be
positive or aversive.
Example for positive reinforcers are:
a.) Social reinforcers – such as verbal comments (“Right”,
“Correct”, “That’s good”), facial expressions, and gestures
b.) Graphic reinforcers – such as written words of
encouragement, gold stars, and checks
c.) Tangible reinforcers – such as cookies and badges for
young students and certificates and notes to parents for older
students
d.) Activity reinforcers – such as being a monitor or
sitting near the teacher for young students.
ACTIVITY
Instruction: Identify the different key concepts for

each approach to classroom management.
Afterwards, Compare and contrast the different
approaches to classroom management and identify
the commonalities of the three at the center using
the Triple Venn Diagram Below. (35 pts.)
ACTIVITY
BEHAVIORAL MODIFICATION AND ASSERTIVE APPROACH
BEHAVIORAL MODIFICATION AND ASSERTIVE

APPROACH
 THEY BOTH PART OF CHIL’D ENNVIRONEMNET TO
CHANGE ONE’S BEHAVIOR
 PART OF IMPLEMENTING RULES IS TO PROVIDE
CONSEQUENCES AND PUNISHMENT DUE TO
DISOBEDIENCE
 BOTH ARE PROACTIVE APPROACH TO DISCIPLINE TO
LESSEN MISBEHAVIOR ESP. AT THE BEGINNING OF THE
OF THE SCHOOL YEAR.
BEHAVIORAL MODIFICATION AND BUSINESS ACADEMIC
APPROACH
BEHAVIORAL MODIFICATION AND BUSINESS

ACADEMIC APPROACH
 GIVING OF REINFROCERS AND PUNISHMENT IS PART OF
ENCOURAGING STUDENT TO ENGAGE IN ACADEMICS.
 BOTH APPROACH WERE USED TO LESSEN STUDENT
MISBEHAVIOR
 TEACHER IS PART OF THE CLASSROOM/ONES
ENVIRONMENT (BEHVIORIST VIEW) TO IMPLEMENT
ACADEMIC ENGAMENT TIME SO THIS ALLOWS STUDENT
TO CONCENTRATE ON THE TASK GIVEN TO MINIMIZE
MISBEHAVIOR
ASSERTIVE AND BUSINESS ACADEMIC APPROACH
ASSERTIVEAND BUSINESS ACADEMIC

APPROACH
 COMMUNICATION N OF RULES AND CLEAR
EXPECTATION IS PART OF PROVIDING LEARNING
EXPERINCES
 THEY BOTH ALLOWS TEACHER TO LESSEN
MISBEHAVIOR
 ALLOWS STUDENT TO ENGAGE IN SPECIFIC TASK WHILE
TEACHER CAN ENFORCED WHENEVER POSITIVE
CONSEQUENCES/OUTCOMES WILL HAPPEN
ACTIVITY
To reduce unwanted
misbehavior inside the
classroom;
The goal is for
classroom
management
REFELECT
If you are going to choose among the three

approaches to discipline, what particular situation
inside the classroom where it is effective to be
implemented? Write your answers inside the box
below. (10 pts.)
Based on Jacob Kuonin studies; focuses on instructional and disciplinary
aspects of the classroom manager
I. DESIST Technique II. Movement Management
II. MOVEMENT MNGT:
“MOMENTUM”
- keeping learning activities at an appropriate
pace. Momentum is slowed if the teacher engages
in 1.
- 1.) Fragmentation - takes the form of giving too
much detail, breaking things down into several
topics or repeating learning activities.
- Ex. Group fragmentation
II. MOVEMENT MNGT:
MOMENTUM
2.) Overdwelling - form of giving explanations
beyond what is necessary for most students’
understanding (beyond competencies given),
or lecturing, preaching, nagging, overemphasizing,
or giving too many directions.
Ex. Task overdwelling- when the teacher
elaborates explanations beyond what is
required for the children to understand.
III. Group Focus
The ability to keep members of the class or group paying

attention to the task is essential in maintaining an efficient
classroom and reducing student misbehavior
 Accountability - is a powerful force in keeping students on-

task. Accountability measures can include record-keeping
(checklists, task cards, etc.), public recognition, skill
testing, and written work.
 When students know that they will be held accountable for their
learning and behavior (knowing responsibilities and learning
expectation) and teachers know how each student is progressing,
student misbehavior decreases.
III. Group Focus
ALERTING - focusing the
attention of the group. Examples:
 Directing students attention to the
critical cues in the demonstration,
using questions to check for students
understanding, and varying the student
who is called upon (pointing a student)
to give an answer are some ways to focus
the class attention.
 Student involvement is increased and
misbehavior reduced when teachers
hold the attention of the class.
IV. MAINTAINING INTEREST
AND INVOLVEMENT
- SATIATION
- which means being satisfied or having enough, is
used by Jacob Kounin to describe students
progressive loss of interest in the task.
- Kounin suggests reducing satiation by providing
students with a feeling of progress, offering students
challenges throughout the lesson, and being
enthusiastic.
TEST YOURSELF
Identify the following situation by choosing your

answers inside the box below. Answers may repeat
twice.
WITH-IT-NESS OVERLAPPING FRAGMENTATION

GROUP FOCUS OVERDWELLING ASSERTIVE
MISBEHAVIOR STIMULUS-BOUNDEDNESS
SATIATION
TEST YOURSELF
__________1.) Teacher Carmina likes to teach

history of science by explaining the concept about the
history and origin of the universe. Along the course of
the activity, she noticed one student misbehaves at the
back. She consumes the entire period upon correcting
student’s misbehavior.
ANS. OVERDWELLING, withitness
TEST YOURSELF
__________2.) Teacher Agapito is a newly hired

fresh graduate teacher but still he manages how to
handle his students effectively inside the classroom.
While writing his rules for the 2nd week of the school
year, he tries his best to be still aware and monitor
what is happening inside the classroom such as
students’ misbehavior and academic noises. He
imposes rules and regulations to minimize the
occurrence of these disturbing misbehaviors.
ANS. WITH-IT-NESS, ASSERTIVE, OVERLAPPING
TEST YOURSELF
__________3.) Teacher Marian is a hardworking

teacher and would like to emphasize all the details
upon teaching cellular respiration in senior high
school for the first quarter of the school year. At the
end of the quarter, her co-science teacher gave certain
suggestions that if possible she would only give the
basic information for students and not a very detailed
process of biochemical reaction. Due to overemphasis
and overexposure of students to topic, this resulted to
boredom of the instruction.
Ans. FRAGMENTATION, SATIATION
TEST YOURSELF
__________4.) Teacher Ricardo wants to do

multitasking inside the classroom. She keep questioning
the students while monitoring their misbehavior. ANS.
OVERLAPPING, WITH-IT-NESS
__________5.) Along the course of the experiment,

Teacher Nadine is emphasizing the different
precautionary measures inside the laboratory. But she
became distracted since one teacher asks her to clarify
about the lost equipment under her classes last week.
ANS. STIMULUS BOUNDEDNESS.
GROUP GUIDANCE APPROACH
- was developed by Fritz Redl and is based on

manipulating/changing the surface behavior of the students
on a group basis.
DISCIPLINARY PROBLEMS HAVE THREE CAUSES: 1.
INDIVIDUAL CASE HISTORY- problem is related
to the psychological disturbance of one child
2. GROUP CONDITIONS- problem reflects
unfavorable conditions in the group
3. MIXTURE OF INDIVIDUAL AND GROUP
CAUSES- problem centers around an individual,
but is triggered by something in the group
- Fritz Redl AND HIS COLLEAGUES RESEARCH:

10 % of all school discipline are simple cases of
individual differences.
30 % involves group conditions or inadequacies
60 % seem to include both individual and group
factors
90 % of all discipline cases indicate a need for group
remediation, or what he refers to as “group
psychological engineering”
to maintain good discipline, teacher must understand

the group – its needs and interests – and be able to
manipulate the surface behavior of the group.
Group Elements:
1.) Dissatisfaction with classroom work- work is
too easy or too difficult; work load is too light or too
heavy. Otherwise, the task should be given
appropriately.
2.) Poor group organization- characterized by too
much autocratic pressure or too little supervision
and security.
3.) Poor interpersonal activities- caused by

friendships or tensions among individuals, cliques, or
subgroups; by badly filled group roles ;and by student-
teacher friction
4.) Disturbances in group climate- climate is
punitive, tinged with partiality, too competitive, or too
exclusive
5.) Sudden changes and group emotions- group
is experiencing a high level of anxiety (for example,
just before the exam period or quiz)
According to Frits Redl, one of the most difficult managerial tasks

for the teachers is dealing with hostile or aggressive group.
Such a classroom group subtly and overtly defies the teacher and
disrupts instructional activities. Among the symptoms that reveal
this condition are:
 1. Continual talking, lack of attention when instructional
tasks are presented
 2. Constant disruption that interferes with teaching
 3. Overall non-conformity to classroom rules or school
practices.
 4. Overt challenges and refusal to obey
 5. Group solidarity in resisting the teachers effort
ACCEPTANCE APPROACH
- This approach is rooted in humanistic
psychology and maintains that every person has a
prime need for acceptance.
- It is also based on the democratic model of teaching
in which the teacher provides leadership by
establishing rules and consequences, but at the same
time allows students to participate in decisions
and to make choices
- The main representative of this approach is
Rudolph Dreikurs.
ACCEPTANCE APPROACH
- According to Rudolph Dreikurs, he maintains
that acceptance by peers and teachers is the
prerequisite for appropriate behavior and
achievement in school.
- People try all kinds of behavior to get status

and recognition. If they are not successful in
receiving recognition through socially acceptable
methods, they will turn to mistaken goals that
result in antisocial behavior.
Dreikurs' Four (4) Goals of Misbehavior
1.) ATTENTION-GETTING: they want other students or the

teacher to pay attention to them. "Notice me, involve me
usefully."
2.) POWER-SEEKING: their defiance is expresses in arguing,
contradicting, teasing, temper tantrums, and low – level hostile
behavior. ( "I belong only when I am the boss or at least do not
let you boss me.“)
3.) REVENGE-SEEKING: their mistaken goal is to hurt
others to make up for being hurt or feeling rejected and loved.
4.) Withdrawal/INADEQUACY: if students feel helpless
and rejected, the goal of their behavior may become withdrawal
from the social situation, rather than confrontation
Praise vs. Encouragement
According to Dreikurs, encouragement is more
important than any other aspect of child raising.
Encouragement focuses on effort rather than
achievement, so it gives positive feedback to children
who are trying hard but may be unsuccessful.
Encouragement motivates them to continue trying.
Praise is very different from encouragement.
Dreikurs' Four Goals of Misbehavior
Dreikurs suggests several strategies for working with

students who exhibit mistaken goals to encourage then
and to enforce consequences.
To encourage students:
1. Always speak in positive terms, never be negative
(the use of positive statement can be applicable)
2. Be democratic rather than autocratic.
3. Encourage students to strive for improvement, not
perfection
4. Emphasize student strengths while minimizing
weaknesses.
Dreikurs' Four Goals of Misbehavior
5. Help students learn from mistakes, which are valuable

in learning
6. Encourage independence and the assumption of
responsibility
7. Show faith in students; offer them help in overcoming
the obstacles.
8. Encourage students to help each other.
9. Be optimistic and enthusiastic – a positive outlook is
contagious.
10. Use encouraging remarks such as, “you have
improved”, can I help you?”
The following are techniques that can be used
to address the four goals of misbehavior:
ATTENTION GETTING
1. Minimize the Attention - Ignore the behavior, stand
close by, write a note.
2. Legitimize the Behavior - Create a lesson out of the

behavior, have the class join in the behaviors. (create a
classroom activity based on student’s interest)
ATTENTION GETTING
3. Distract the Student - Ask a question or a favor,
change the activity.
4. Recognize Appropriate Behavior - Thanks

students, give the a written note of congratulations.
5. Move the Student - Ask the student to sit at

another seat; do classroom rearrangement
SEEKING, REVENGE, POWER AND CONTROL
1. Make a Graceful Exit - Acknowledge student's
power, remove audience, table matter for later
discussion.
2. Use a Time-Out (removing student of misbehaves
out of the class)
3. Apply the Consequences.
 DISPLAYING
INADEQUACY/WITHDRAWAL/UNINVOLVED
1. Modify Instructional Methods (based on
student’s interest; should be fun and engaging)
2. Use Concrete Learning Materials and Computer-
Enhanced Instruction
3. Teach One Step at a Time (or break instruction
into smaller parts)
DISPLAYING INADEQUACY
4. Provide Tutoring
5. Teach Positive Self-Talk and Speech
6. Build Student's Confidence
7. Focus on Past Successes
8. Make Learning Tangible
9. Recognize Achievement
SUCCESS APPROACH
- This approach is rooted in humanistic psychology

and the democratic model of teaching.
- The most representative of this approach is William
Glasser.
- He insists that although teachers should not excuse
bad behavior on the part of the student, they need
to change whatever negatives classroom
conditions exist and improve conditions so they
lead to student success.
SUCCESS APPROACH
-Behavior is a matter of choice. Good behavior

results from good choices; bad behavior
results from bad choices. A TEACHER’S JOB IS
TO HELP STUDENTS MAKE GOOD CHOICES.
SUCCESS APPROACH
Glasser makes the following suggestions to teachers:

1.) Stress students’ responsibility for their own
behavior continually;
2.) Establish rules
3.) Accept no excuses
4.) Utilize value judgments
5.) Suggest suitable alternatives
6.) Enforce reasonable consequences
7.) Be persistent
SUCCESS APPROACH
Glasser makes the point that teachers must be

supportive and meet with students who are
beginning to exhibit difficulties, and they must
get students involved in making rules making
commitments to the rules, and enforcing them
GENERAL PREVENTIVE
MEASURES
Redl and Wineman establish 21
specific influence techniques that
were workable with aggressive boys
treatment centers.
Approaches where 12 influence techniques be applied:
1. Planned Ignoring – If it appears that the

behaviour will not spread to others, it is sometimes
best to ignore it and not feed the student’s secondary
need for attention.
2. Signal Interference – A variety of signal can be
used to communicate disapproval to the students.
Example: eye contact, hand gestures, snapping
fingers, etc…
3. Proximity Control – Acts as a discouragement

against misbehaviour, and in other cases it can
operate as a source of protection, strength and
identification.
4. Interest Boosting – Show genuine interest in the
student’s work or incorporate his/her personal
interest. (you can still use positive statement “I like
your work”)
5. Humor – Can reduce a tense situation and that it
can make the student relax.
6. Hurdle Lessons – Provide academic assistance

before the student get to the stage of not paying
attention or disturbing others. (making instructions
clear)
7. Restructuring the Program – The classroom
schedule may have to be modified because of some
circumstances/problems.
8. Routine – Daily schedule of activities provide the
kind of routine that eliminates aimless behaviour
while students wait for teachers to announce the
next activity. (cleaners)
9. Direct Appeal – Appeal to values that the students

have internalized regarding their image, teacher-
student relationship, group codes or peer action, and
authority, The trick is to learn what appeal works
with what students.
10.Removing Seductive Objects – Certain objects
elicit a particular type of behaviour that leads to a
problems. Example; a water gun, flashlight, or ball.
The objects to be eliminated are determined by age,
maturity, and inner controls of the students.
11. Antiseptic Bouncing – protect and helps students

and the group get over their immediate feelings of
anger, disappointment, emotion or silliness. This is
a temporary removal of students.
12.Physical Restrain – a student who loses control or
threatens others must be restrained. The intent is
protection not punishment
CHILDREN’S SOCIAL DEVELOPMENT:
CHILDREN in the SOCIAL WORLD
WHAT COMES IN YOUR MIND AS YOU HEARD

THE WORD “COMPETENCE”?
WHAT IS SOCIAL COMPETENCE?

SOCIAL COMPETENCE
Social competence includes all the social,

emotional, and cognitive knowledge and skills
children need to achieve their goals and to be
effective in their interactions with others.
Question to Ponder
What do you think are the typical behaviors of children

displaying social competence?
SOCIAL COMPETENCE
Typical categories of behavior associated with

social competence include the following:
1. • Social values
2. • Personal identity
3. • Emotional intelligence
4. • Interpersonal skills
5. • Self-regulation
6. • Planning, organizing, and decision making
7. • Cultural competence
7 ELEMENTS OF SOCIAL COMPETENCE
(van Hamond & Haccou, 2006)
1. SOCIAL VALUES
2. POSITIVE SELF-IDENTITY
3. INTERPERONAL SKILL
4. SELF-REGULATION
5. PLANNING & DECISION-MAKING
6. CULTURAL COMPETENCE
7. EMOTIONAL INTELLIGENCE
1.) SOCIAL VALUES

- Caring
- Helpfulness
Equity
- Social justice
- Honesty
- Responsibility
- Healthy lifestyles and sexual attitudes
- Flexibility
2.) POSITIVE SELF-IDENTITY

- Self-awareness
- Sense of competence
- Personal power
- Sense of worth
- Sense of purpose
- Positive view of personal future
3.) INTERPERONAL SKILL

- Establishes friendly relationships
- Communicates ideas and needs
- Cooperates, and helps "Reads" social situations
accurately.
- Adjusts behavior to fit varying social situations
- Resolves conflicts peacefully
- Asserts own ideas, accepts other's ideas
- Acknowledges other people's rights
4.) SELF-REGULATION
- Controls impulses
- Delays gratification/indulgence
- Resists temptation
- Resists peer pressure
- Exhibits prosocial behavior
- Monitors self
5.) PLANNING & DECISION-MAKING

- Makes choices
- Solves problems
- Develops plans
- Plans ahead
- Carries out positive actions to achieve social goals
6.) CULTURAL COMPETENCE

- Demonstrates knowledge, comfort with and respect
for people of varying ethnic or racial backgrounds
- Interacts effectively with people of varying cultural,
ethnic or racial backgrounds
- Recognizes unfair treatment
- Questions unfair treatment
- Acts to obtain social justice
7.) EMOTIONAL INTELLIGENCE

- Recognizes emotions in self and others
- Demonstrates empathy
- Gives and receives emotional support
- Labels emotions and communicates feelings
constructively
- Manages frustration, disappointment, and distress in
healthy ways
Observable Behaviors of Socially Competent Children According
to McClellan and Katz
PEER RELATIONSHIPS
The child is:
1. usually accepted rather than neglected or rejected by other
children
2. sometimes invited by other children to join them in play,
friendship, and work
3. named by other children as someone they are friends with or
like to play and work with
Observable Behaviors of Socially Competent Children According
to McClellan and Katz
INDIVIDUAL ATTRIBUTES SOCIAL SKILLS 8. takes turns fairly easily
The child: The child usually 9. shows interest in others;
1. is usually in a positive mood 1. approaches others positively exchanges information with
2. is not excessively dependent 2. expresses wishes and and requests information from
on the teacher preferences clearly; gives others appropriately
3. usually comes to the reasons for actions and 10. negotiates and
program willingly positions compromises with others
4. usually copes with rebuffs 3. asserts own rights and needs appropriately
adequately appropriately 11. does not draw inappropriate
5. shows the capacity to 4. is not easily intimidated by attention to self or disrupt the
bullies play or work of others
empathize
5. expresses frustration and 12. accepts and enjoys peers
6. has positive relationships
with one or two peers; shows anger effectively and without and adults of ethnic groups
escalating disagreements or other than his or her own
the capacity to really care about
them and misses them if they harming others 13. interacts nonverbally with
are absent 6. gains access to ongoing other children using smiles,
groups at play and work waves, nods, etc.
7. displays a capacity for humor
8. does not seem to be acutely 7. enters ongoing discussions;
lonely makes relevant contributions to
ongoing activities
What do people perceive about socially
competent children?
Research tells us….
that socially competent children are happier than

their less competent peers.
They are more successful in their interactions with
others, more popular, and more satisfied with life.
Other people perceive them as desirable
companions and competent members of society.
What do people perceive about socially
incompetent children?
Socially incompetent children
(Miles & Stipek, 2006)
Youngsters unable to function successfully in the social
world often experience:
 anguish and loneliness
frequently rejected by peers
suffer low self-esteem,
do poorly in their studies
Socially competent is influenced by many factors:
1. Child’s development (the able and the

disable/impairment cannot able to
mingle)
2. Childhood learning (strong parental
guidance how to get along with others)
3. The contexts in which children function
(some children cannot able to mingle in
very unfamiliar place with unfamiliar
persons.)
Academic success in the early school years is based on
social and emotional skills. Young children can’t learn
to read, do their sums, or solve a science problem if
they have difficulty getting along with others and
controlling their emotions, if they are impulsive, and
if they have no idea about how to consider options,
carry out a plan, or get help.
Students who demonstrate strong social and emotional skills
also tend to exhibit
Greater academic motivation

More positive attitudes toward school
Fewer absences
More classroom participation
Higher math achievement
Higher language and arts achievement
Higher social studies achievement
Higher grades
Fewer suspensions
Less tendency to drop out in high school
QUESTION TO PONDER
How development and social competence
are related?
PRINCIPLES OF DEVELOPMENT IN SOCIAL COMPETENCE
Increasing social capacities are governed by certain

developmental principles. These five (5) principles
remind us that These five principles remind us that..
Children’s social development is complex, requiring

the support of knowledgeable adults who appreciate
the unique qualities of the children they serve.
5 PRINCIPLES OF DEVELOPMENT IN SOCIAL COMPETENCE
1.) All Development Is Interrelated

- All threads of development interweave and exist
simultaneously.
- No aspect of development is more important than
another, nor can any single thread exist independent
of the rest
- Their ability to establish relations with peers is
dependent on a whole host of developmental skills
and understandings
ACTIVITY: “concept dialogue”/comics
Provide a short scenario per aspect where a child

displays being socially competent through the use of
a concept dialogue/comics. Then create a short
explanation thereafter where children’s social
competence is manifested among using each of the
following aspect.
-emotional
-cognitive
-language
-physical
EMOTIONAL COGNITIVE LANGUAGE PHYSICAL
Rationale Rationale Rationale Rationale


simultaneously.
Cognitive: Remembering another child’s name;
developing alternate strategies for how to solve
conflicts that arise; knowing which scripts fit which
social situations

(examples)
simultaneously.
Social: Negotiating the rules of a game; waiting to
take a turn; working out who will go first
• Emotional: Having confidence to approach another
child; responding with enthusiasm when invited to
play by a peer; expressing empathy toward another
child
1.) All Development Is Interrelate

simultaneously.
• Language: Using words to greet another child or to
describe how a game could be played; responding
with appropriate comments to questions from a
potential friend
• Physical: Making room for a new player; having
the motor skills necessary to play a video game or a
game of chase with a potential friend
2.) There Is an Orderly Sequence to Social

- social development proceeds in a stepwise fashion
and is relatively predictable.
- Preschoolers tend to focus primarily on physical
traits. As they grow older, children gradually
incorporate comparisons into their definition of
self.
- you might plan classroom activities such as self-
portraits or body tracings to enhance their
self-awareness.
2.) There Is an Orderly Sequence to Social

- development try putting these developmental milestones
related to self-awareness in the order in which they tend to
appear during childhood: By age 8 or 9 (elementary years)
children become more conscious of the internal characteristics
that comprise their personality
- Children define themselves by comparing themselves
to others. (I ride bikes better than Susan. I am shorter than
Marc.)
- Children define themselves based on their personality
traits. (I am honest. I am fun to be with.)
- Children define themselves based on what they look
like. (I am a boy. I have brown eyes.)
QUESTION: By age 8 or 9 (elementary years) children

become more conscious of the internal characteristics
that comprise their personality.What is the
implication of this developmental milestone to
teaching and learning?
- On the other hand, you might ask early elementary-
aged children, whose physical sense of self is
more established, to tell or write stories
focused on the personal qualities they value in
themselves, such as honesty or being a good friend.
3.) Rates of Development Vary Among Children

- Although the principle of orderly sequences still
applies, the pace and timing is different at which
children are exhibiting typical development.
- children develop according to their own timetable.
- No two children are exactly alike. Development
which involve the social aspect of the child varies
greatly because of the interaction of different
biological and environmental factors.
4.) There Are Optimal Periods of Social Development

- During these periods, children are developmentally
primed to acquire new understandings and skills.
Conversely, if children are denied the kinds of
experiences that will enhance development during
this time, it may be harder for them to acquire
certain skills or abilities later on.
- if the preceding developmental tasks are ignored, it
is harder for children to become socially adept as
adolescents or adults.
5.) Social Development Has Cumulative and Delayed Effects

- According to Katz & Chard, an experience that has a
minimal effect on a child’s development if it occurs once in a
while may have a positive or harmful influence if it happens
repeatedly over a long period of time (principle of
cumulative effects)
- For instance: Being the target of occasional criticism is not
likely to cause permanent damage to children’s self-esteem;
however, youngsters who are subjected to steady fault
finding are likely to develop lasting feelings of inferiority
and pessimism (Seligman, 2007)
5.) Social Development Has Cumulative and Delayed

Effects
- For example# 2: reasoning with a child only once
will not have a lasting impact on that child. However,
adults who make a habit of reasoning with children
will gradually see those children become better able
to reason for themselves.

Effects
Implication in family setting?
- Shaffer & Kipp research shows that when adults
consistently explain their point of view while also
considering the child’s perspective, children
eventually become better able to monitor their
behavior without constant supervision.

Effects
- Aside from cumulative effect, developmental
outcomes may be delayed. Some early experiences
influence children’s functioning in ways that only
appear much later in life. For instance, children’s
development of self-regulation takes years to
accomplish. The delayed nature of this process may
prompt adults to wonder if their early efforts at
reasoning with children will ever yield positive results.
ACYIVITY NO. 6
5 PRINCIPLES Brief The role of What is/are the
OF Explanation of adults/families teacher’s role
DEVELOPMENT the principle to providing
IN SOCIAL child’s learning
COMPETENCE experiences into
practice
1.
2.
3.
4.
5.
LEARNING and SOCIAL
COMPETENCE
C o o p e r a t i o n , g e n e ro s i t y, l o y a l t y, a n d
h o n e s t y a re n o t i n b o r n . T h e y m u s t b e
passed on to the child by older people,
w h e t h e r t h e y a re p a re n t s , o t h e r a d u l t s ,
or older youngsters.
- Urie bronfenbrenner
- (human ecologist)
PRINCIPLES OF LEARNING THAT
IMPACT SOCIAL COMPETENCE
1.) Children Are Active Social Learners
- Children are doers. They do not wait passively for

others to load them up with information.
- To govern this, they need many opportunities to
experience the social world.
- For example: children become more skillful at sharing when
they practice sharing with others in their daily encounters,
rather than simply hearing or talking about sharing.
2.) Children Have Multiple Ways of Learning
about the Social World
- Children have multilearning capabilities (multiple

intelligence)
1) Intrapersonal: Children learn on their own through self-paced
activities. I
2) Interpersonal: Children learn through relating to others and
collaborating.
3) Kinesthetic: Children learn through touch and movement.
4) Linguistic: Children learn by seeing, saying, and using language.
5) Logical-mathematical: Children learn by looking for patterns and
relationships among objects and events.
6) Musical: Children learn through rhythm and melody.
7) Naturalist: Children learn through observations and interactions
with plants and animals.
8) Spatial: Children learn through visualizing something in their
mind’s eye and then translating what they see in some tangible way
QUESTION
You cannot always be sure which manner
of learning suits an individual child best. So
what it’s implications to teaching-learning
practices?
Teacher must use a variety of modes in social teaching. For
instance, assume you want children to learn about helping.
Some children may find it useful to:
1. Carry out a classroom job on their own or read a book to themselves
about helpful people (intrapersonal).
2. Interact with another child to carry out a classroom job
(interpersonal).
3. Rehearse a helpful act before trying it out for real (kinesthetic).
4. Talk about helpful actions they observed or carried out (linguistic).
5. Consider patterns that characterize helpful behaviors (logical-
mathematical). (how helpful behaviors motivate child to do the same?
How problem solving and decision making skill enhances child’s
understanding about the social world)
6. Sing or make up a catchy song about helping (musical).
7. Help to care for a pet in the classroom (naturalist).
8. Reflect on a helpful act they have seen or heard about
(Metacognition/intrapersonal/spatial)
3.) Social Competence Involves Continuous Challenge and
Mastery
Children enjoy the challenge of learning. They

benefit from tackling concepts and skills just slightly
beyond their current levels of proficiency and from
working at them until they achieve greater
competence.
Copple & Bredekam research shows that children need
to successfully negotiate learning tasks most of the
time if they are to remain motivated to learn.
Youngsters who are overwhelmed will fail. If failure
becomes routine, most children will simply stop
trying.
4.) Social Learning Takes Time
“There is more to life than simply increasing its speed.

- Mahatma Gandhi (political and spiritual leader)”
- This means that social learning is a gradual process
and social learning cannot be unduly hurried.
- Throughout the preschool and elementary years,
children spend much of their time exploring social
ideas, experimenting with various strategies, and
seeking clues about what works in the social world
and what does not.
DEVELOPMENTALLY
APPROPRIATE PRACTICES
(DAP)AND SOCIAL COMPETENCE
Developmentally Appropriate Practices (DAP)
 Developmentally appropriate practices (DAP) are associated both

with professionalism among practitioners and high-quality
programs for children.
 If you are working with Children as a Professional (teacher,

caregiver, counselor, group leader, social worker, or child life
specialist), you are expected to be/to have the following elements
of professionlism (abiding to code of ethics).
 Specialized Knowledge
 Demonstrate competence
 Standards of practice
 Continuing education
 Adopting a code of ethics

ACTIVITY
WHAT DO YOU THINK ARE THE ESSENTIAL

CHARACTERISTICS NECESSARY FOR
WORKING WITH CHILDREN AS A
PROFESSIONAL? CITE A T LEAST 5 AND
ELABORATE EACH INTO 4-5 SENTENCES.
Elements of Professionalism
Elements of Professionalism
Copple & Bredekamp suggested that to engage in
developmentally appropriate practices, as a professional, you
will make decisions based on the following information:
What you know about how all children develop

and learn. (social development and learning are age
appropriate)
 What you know about the strengths, needs, and
interests of individual children. (individually
appropriateess)
What you know about the social and cultural
contexts in which children live. (socially and
culturally appropriate.)
will make decisions based on the following information
What you know about how all children develop

and learn. (social development and learning are age
appropriate)
What you know about the strengths, needs, and

interests of individual children. (individually
appropriate)
-every child who comes into this world is a unique
-biological differences are complemented by
experiential factors that further differentiate one
child from another
What you know about the social and cultural

contexts in which children live. (socially and
culturally appropriate.)
- you will have to look at children within the context
of their family, community, and culture to effectively
support their development of social competence
A Framework for Guiding Children’s
Social Development and Learning
Social Support Pyramid: A Progressive Continuum in
Guiding Childrens’ Social Development and Behavior.
Essential Elements in Positive
Relationships: WAGER
Five essential elements that contribute to positive
relationships are Warmth, Acceptance, Genuineness,
Empathy, and Respect (WAGER).
Nurturing Relationships with WAGER.

Essential Elements in Positive Relationships:
W.A.G.E.R.
Warmth. Showing interest in children, being
friendly toward them, and being responsive are all
aspects of warmth (Berk & Wi
Adults help children feel comfortable, supported,
and valued by smiling, by patting the child kindly, by
nodding, and by using a pleasant tone of voice, as
well as through verbal behaviors that promote
relational harmony.
W.A.G.E.R.
Acceptance. To accept a child fully means to value
the child unconditionally. This is caring about
children regardless of their personal attributes,
family background, or behavior (Remland, 2009).
Children need this self-validation from others.
Without acceptance, constructive social development
is impossible.
W.A.G.E.R.
Acceptance. Everyone has a unique personality
and a temperament that affects development
throughout life.
According to Rothbart & Bates, 2006, Degrees of
selecting to focus (or not focus) attention on the
stimulus, amount of emotional reaction, and type of
physical behaviors occur according to internally
driven patterns within individuals as they interact
with their environment
W.A.G.E.R.
Acceptance.
For example, a loud noise in the dark may make
one child become fearful and freeze, while another will
respond by running, and a third child simply may not
pay attention to the noise and ignore it.
By accepting children for who they fully are,
temperament and all, you strive to understand and
embrace each child’s unique style.
W.A.G.E.R.
Acceptance.
Thomas & Chess, 1986 suggested that There are many ways to
describe temperaments: easy, slow to warm up, and complex
1. EASY
The easy child is generally happy, friendly, predictable, and
adaptable with an even- tempered affect.
2. SLOW TO WARM UP
- The slow-to-warm-up child is mildly responsive affectively,
predictable in schedule, but hesitant in new situations. This
child will engage with new people or in new situations after
repeated exposures.
W.A.G.E.R.
Acceptance.
Thomas & Chess, 1986 suggested that There are many
ways to describe temperaments: easy, slow to warm
up, and complex
3. COMPLEX
- The complex child is likely to laugh loudly and long,
or throw a tantrum. The affective intensity is strong.
The pattern of sleeping and waking is irregular and
unpredictable, and the child is frequently irritable and
generally very active. O
Temperament Strengths and Challenges
W.A.G.E.R.
Genuineness. Positive adult–child relationships
are also characterized by genuineness (Curry &
Johnson, 1990). Authentic adults are real with
children. That is, what they say to children is
truthful, yet also reasonable and encouraging.
W.A.G.E.R.
Empathy. Empathy is the act of recognizing and
understanding another person’s perspective even
when that perspective is different from your own.
W.A.G.E.R.
Respect. Respect involves believing that children
are capable of learning and acting competently for
their age. Adults show respect when they allow
children to explore and function independently,
think for themselves, make decisions, work toward
their own solutions, and communicates ideas.
Disrespect is apparent when adults believe that
children cannot learn because of their age, gender,
culture, or socioeconomic background
IMPLICATION
When adult–child relationships lack WAGER,

children are more likely to display behavior
problems, have a lower tolerance for frustration,
and exhibit poorer social skills with peers.
BTW QUIZ NEXT MEETING
BUILDING POSITIVE
RELATIONSHIPS THROUGH
NONVERBAL COMMUNICATION
NON-VERBAL COMMUNICATION
With or without words, people within visual range of

one another constantly send and receive messages
through nonverbal cues.
Nonverbal Communication
Non-verbal communication is composed of actions

rather than words. It includes body motion, the
orientation of your body in relation to someone or
something else, gestures, touch, and facial
expressions
Nonverbal Communication
In addition, nonverbal communication includes

paralinguistic, or vocal behaviors. These involve
sounds that are not words, the rhythm of your
speech, how loudly or softly you speak, pitch and
voice tone, pauses, how quickly or how slowly you
talk, and how much or how little you speak (Gazda et
al., 2006).
Social Support Pyramid Nonverbal Behavior.
Functions of Nonverbal Communication
Nonverbal behavior plays many roles in human
communication (Knapp & Hall, 2010):
1.) To substitute for entire ideas:
- Gestures such as handshaking, nodding the
head, or waving the hand are used as emblems. Such
gestures can be directly translated into words, but are
efficient, meaningful signals by themselves. Thus, an
extended hand may be interpreted as an emblem of
respect or friendliness; a smile may represent a
greeting, permission to continue, or encouragement in
a difficult situation.
2.) To enhance verbal communication:
Young children most often use illustrator gestures to
supplement the spoken word, especially when the
child has a limited vocabulary (Doherty-Sneddon,
2004)
For instance, Tommy, age 3, “drew pictures in the air”
to indicate the relative size and shape of the box to
explain its location. “It’s really heavy!” he said,
dropping down his arm as if he were carrying it.
3.) To share emotions:
Words alone cannot convey the depth of meaning
present in a verbal message enriched by nonverbal cues.
Usually, emotional or evaluative content is conveyed
nonverbally and is more accurate than communication
by verbal means alone. Feelings of pleasure, surprise,
happiness, anger, interest, disgust, sadness, and fear are
all expressed more fully when words are accompanied by
facial expressions, gestures, and other nonverbal actions.
 Nonverbal behavior plays many roles in human communication
(Knapp & Hall, 2010):
4.) To regulate social interaction:
For example, turn taking in a conversation is indicated by changes
in eye contact, which increases while listening and decreases
while speaking, with corresponding changes in voice pitch and
body position. The person speaking may involve the receiver in
the communication by signaling a message such as “As you
know,” with the hands or acknowledging the listener’s response
with a nod to indicate, “I see you understood me” (Burgoon,
Guerrero & Floyd, 2010). Other gestures such as tapping the
forehead are information-seeking gestures: “Now what is that
person’s name?” (Bavelas, Chovil, Coates, & Roe, 1995.)
5.) To provide information as to how the message
should be understood:
Nonverbal cues may serve a metacommunication function;
that is, they may communicate about the message itself. For
example, facial expressions can convey a notion about the
way the total message is to be interpreted, such as, “I’m only
kidding” or “Now, seriously speaking.”
6.) To clarify identity and status: This has been referred
to as the process of impression formation and management.
A person’s posture, tone of voice, facial expressions, gestures,
and so forth provide information to others about their status,
degree of confidence, temperament, disposition, and other
characteristics of personality.
6.) To clarify identity and status:
For example, Ms. Kitchen hurried to intervene as two children
were struggling over the last seat at the snack table. While she
was speaking to the children, she noticed that her voice was
shrill and her rate of speech was very rapid. She realized these
nonverbal attributes interfered with the children’s recognition
of her status as the adult mediator and undermined her ability
to gain control of the situation. She took a deep breath, lowered
the pitch of her voice, and slowed down her speech. This
prompted the children to focus more intently on what she was
saying.
7.) To hide or to mask:
Older children who have learned to use nonverbal cues as
suggestions may adopt an amazed look of innocence when a
misdeed has been discovered. The “Who, me?” expression is
not usually considered to be a falsehood, as a verbal denial
would be. The “Who, me?” expression requires that they be
able to suppress their natural feelings of anxiety in that type
of situation. Similarly, an older child might smile to be polite,
but not be genuinely pleased about what is occurring.
8.) To hide or to mask:
Older children who have learned to use nonverbal cues as
suggestions may adopt an amazed look of innocence when a
misdeed has been discovered. The “Who, me?” expression is
not usually considered to be a falsehood, as a verbal denial
would be. The “Who, me?” expression requires that they be
able to suppress their natural feelings of anxiety in that type
of situation. Similarly, an older child might smile to be polite,
but not be genuinely pleased about what is occurring.
9.) To pretend:
Nonverbal cues represent the most suitable vehicle for suggestion.
Because nonverbal cues are not explicit and can potentially be
misinterpreted, they also may be denied. Adults may use these
deliberately as they try to “act a part” in a socially uncomfortable
situation. Such “acting” requires that the adult perform as though he
or she is at ease in the situation. There is some evidence that if
children deliberately act in a way that they think would be socially
appropriate for an unfamiliar situation, their feelings actually
become modified (Saarni & Weber, 1999). Typical situations include
giving a demonstration at a county fair, playing in a recital, or even
answering questions in a classroom.
According to Riggio, 2006,
Having a broad array of nonverbal skills is important
to social success and psychological well-being
CHANNELS OF NONVERBAL
COMMUNICATION
Channels of Non-verbal Communication
Selected components of nonverbal behavior will be

described as they relate to your ability to deliberately
send and receive messages while working with
children.
I. POSITION IN SPACE
Typically, there is tolerance for younger children

getting closer to adults and older children. Generally,
both males and females approach females more
closely than males; both the very young and the very
old are also approached more closely.
1.) PERSONAL SPACE

- radiating from the center of the body, has specifi c
boundaries that can be described by measurement or
by function. Comfortable distances for interacting
with others are from
0 to 1 1/2 feet- intimate distance
1 1/2 to 4 feet- casual personal interaction
 4 to 10 feet- social or consultative contact
10 feet or more- public interaction
(Krannich & Krannich, 2001; Kapp & Hall, 2010).
2.) INTERNAL SPACE

- is the area between the inner core of the body and the
skin, and it is the most intimate and personal of all
spaces. Openings to the body, such as the mouth, ears,
nostrils, anus, and vagina, all represent access to
internal space.
Internal space:
For example, Nick protested and pulled away when
Ms. Payne took out the sharp, pointed tweezers even
though the sliver in his hand was painful. She was
invading his internal space and, in his opinion,
causing him pain.
3.) PROXIMAL SPACE

- is the area between the body and its covering of
clothing, hair, or ornament. Uncovered body parts,
such as the face, are not physically restricted, but are
psychologically restricted.
- For example, casual acquaintances do not touch one
another’s arms, legs, or face, even though they are
uncovered.
4.) AXIAL SPACE

Axial space is bounded by the full extension of the
arms and legs in all directions. Invitation to enter the
axial space is indicated by open arms, in contrast to
crossed arms or legs. Children are in your axial space
when seated at a small table where you are also seated.
5.) DISTAL SPACE

Distal space is located between the axial boundary and
the outer limits that the eye or ear can scan.
The knowable world, or the impersonal world, exists
in distal space. Usually young children run and chase
each other on the playground in your distal space.
Children are also in your distal space when engaging
in activities in a gym or lunchroom.
Professionals should understand the implicit rules of

interpersonal space for three reasons:
1. Personal space generates negative feelings when
violated.
2. Personal space determines the relevance of oral
communications.
3. Personal space is influenced by culture and
subculture
1.) Personal space generates negative feelings when
violated.
Children defend themselves when they perceive that

their proximal space has been violated, or they try to
avoid the person or situation. For example, when
crammed close together in a group, children are
likely to push other children who unavoidably touch
them, leave the group, or call for help because such
experiences are interpreted as aggression.
1.) Personal space generates negative feelings when
violated.
Children defend themselves when they perceive that

their proximal space has been violated, or they try to
avoid the person or situation. For example, when
crammed close together in a group, children are
likely to push other children who unavoidably touch
them, leave the group, or call for help because such
experiences are interpreted as aggression.
2.) Personal space determines the relevance of oral
communications.
The second reason for understanding the rules of

personal space is that a message is considered more
remote, impersonal, or inapplicable as the distance
between people increases. For example, Sally, age 7,
was stirring the water in a mud puddle on the
playground with the toe of her shoe. She looked up
to see the playground attendant shaking her head
and shouting “No!” while looking in her direction
3.) Personal space is influenced by culture and
subculture
The third reason for understanding the concept of

personal space is that concepts of “how close is close
enough” vary by culture and subculture. Adults may
misinterpret the meaning of a behavior because it does
not meet their expectations.
For example, a child who stands very close, speaks in a
slightly louder voice than expected, orients the body in a
face-to-face position, and maintains eye contact longer
than expected may be considered by a teacher of
European ancestry to be pushy, brassy, or aggressive,
when the behavior actually is rather typical for an Arabic
male child.
II. BODY MOTION
adults used body motion to communicate a message

to children. Not only did the children understand the
messages, they responded in kind.
For instance, grasping another person is one way
children initiate contact. A child might hug someone
or grasp his or her hand to communicate, “I want to
be with you.” A hug back, is a clear sign that the
contact is welcome.
III. BODY ORIENTATION
How you position the front of your body in relation to the

body of another person conveys meaningful information.
The face-to-face position is the most direct body
orientation. This is the position used in greeting,
comforting, fighting, and conversing intimately. Avoiding
this position usually indicates evasion or the desire to
conceal.
The side-by-side position implies companionship,
togetherness, or a united front. The back-to-back position
is associated with disengagement that is not simple
separation, but hostility
“ONE-UPMANSHIP”
The position of being higher, or on the top, denotes
status, authority, or power. The position of being
lower denotes incapacity, humility, or servility. In
the natural course of things, adults are big and
powerful, and children are small and weak.
leveling can be done by squatting to the child’s level

or by lifting the child into a face-to-face position with
the adult, as is commonly done with babies and very
young toddlers. Between adults, leveling may be
accomplished by sitting down, as height differentials
among adults are usually in the legs. Squatting down
may indicate friendliness or a willingness to interact
on a cooperative basis.
IV. GESTURES
Most gestures occur in the axial space of the sender
and may be made without any speech.
Although gestures commonly are learned with
spoken language, young children frequently use
illustrative gestures when they don’t know the words
to use.
Intentional messages are sent by older babies
through gestures such as pointing to a cup to
indicate the need to drink. Hearing children who
know sign use these emblems in combination with
oral language when communicating
IV. GESTURES
There are, however, distinct differences between
ethnic groups in the amount and expansiveness of
the gestures commonly used.
For example, moving the head from side to side
means “no” to Bulgarians, but “yes” to several other
cultures. The gesture meaning “OK,” made by
holding up the hand and forming a circle with the fi
rst fi nger and the thumb, means “money” in Japan,
is a sexual insult in Brazil, is a vulgar gesture in
Russia, and means “zero” in France
V. TOUCH
The skin is both a communication sender and
receiver. Feelings related to affection, fear,
detachment, anger, and playfulness can be conveyed
by touch. Gentle strokes, cuddling, caresses, and pats
of affection are associated with nurturance and
healthy development (Hansen, 2007).

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Ece 318

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ECE 318: GUIDING CHILDREN’S BEHAVIOR AND

I. During Your Early Years, What Particular

- Ans: The philosophical concept of reward-punishment

In American history, society has witnessed the

2.) Johann Heinrich Pestalozzi, Friedrich

3.) DR. BENJAMIN SPOCK

- authored the “Congruent Communication

4.) HAIM GINOTT

What is the difference between positive

5.) RUDOLF DREIKURS & LOREN GREY

- children should be given choices rather than be

- These authors were proponents of a democratic

5.) RUDOLF DREIKURS & LOREN GREY

6.) LEE CANTER

- A well-known researcher in parenting style

- A well-known researcher in parenting style

Children’s behavior and adults’ responses have always

How the does the difference in environment

views child development as a complex system of

EXOSYSTEM (AMERICAN CONTEXT)

 Theparent may come home and have a short temper

 CHRONOSYSTEM (“chrono”- time)

JOHANN HEINRICH PESTALOZZI

JOHANN HEINRICH PESTALOZZI

FRIEDRICH FROEBEL ((1782-

FRIEDRICH FROEBEL ((1782-

 DR. MARIA MONTESSORI (1870-

 She believed that teacher shall facilitate

 DR. MARIA MONTESSORI (1870-

II. FAMILY • Relocation of home and

III. SCHOOL games

V. LEARNING • Pervasive Developmental

 LAW OF EFFECT. which states that we are

TIME OUT TECHNIQUE punishes negative

 For example, imagine Jarael continues to disrupt the class by

REDIRECTION: Redirecting the child’s attention to

REASONING: Explaining to the children the

MODELING: It is vital that adults model the type of

LISTENING: Be aware of what children are thinking

REINFORCEMENT: Encourage behavior through

OFFERING LIMITED CHOICES: Children like to

1.) ACCEPTABLE OUTLETS FOR

AVOID OVER STIMULATION: Too many choices and options

POSITIVE GUIDANCE STATEMENT: Guidance methods,

NATURAL & LOGICAL CONSEQUENCES:

AGE APPROPRIATE ACTIVITIES: Activities

AVOID UNREALISTIC EXPECTATIONS: It is

For each of the following examples,

Scenario 1: DAN, aged 3, wants the toy truck that Mark,

Scenario 2: Joshua, aged 5, is breaking crayons and throwing

Scenario 2: Joshua, aged 5, is breaking crayons and throwing

 Scenario 3: Amy, age 9 months, continues crawling to the

 Scenario 3: Amy, age 9 months, continues crawling to the

Ratio: AGE APPROPRIATE ACTIVITIES: Activities and

 Scenario 4: Diana, age 5 and new at the center, just sits in

Ratio: LISTENING: Be aware of what children are thinking and

 Scenario 5: Bryan, aged 2, refuses to help cleaning up.

 Scenario 5: Bryan, aged 2, refuses to help cleaning up.

AGE AND SKILLS

CHILDREN AGED 3-4 YEARS ARE:

WHAT ABOUT ANXIETY DISORDER?

Genetics. Anxiety disorders can run in families.

Drug withdrawal or misuse. Certain drugs may