Guides in Speech
- State Suggestions Or Directions In a Positive Form: A positive suggestion tells a child what s/he can do, rather than condemning what s/he is doing or about to do wrong. “Sand stays on the ground,” rather than, “Don’t throw sand.”
- Give The Child A Choice Only When You Want Them To Make A Choice: Learning to choose, within reasonable limits, is part of a child’s growing to maturity. Putting a statement in question form, “Let’s go home now, okay?” will allow the child to veto inappropriately, and, then, resist (i.e. yell or cry) when his/her choice is not respected.
- Use Words And Tone Of Voice That Will Help The Child Feel Confident And Reassured: A child may become frightened while climbing and need you to calmly “talk” him/her down while you stay close by.
- Avoid Changing Behavior By Attacking The Child’s Self-Respect: Small children, when they are disciplined, do not understand that it is the behavior that is inappropriate; rather, they feel that they are “bad.” Labeling words like “naughty” and “bad” tend to make a judgement about the child rather than tell him how his behavior affects you or needs to be changed.
- Avoid Motivating A Child By Making Comparisons, between one child and another, or by encouraging competition. The goal is for each child to be self-motivated. The result of comparison may damage the child’s feelings of adequacy and friendliness as well as keeping him motivated by the values and concerns of others.
- Redirection Is Most Effective When Consistent With The Child’s Motives Or Interests. The problem may be that the child needs only to find an acceptable technique of expression; i.e., “I can’t let you throw rocks, but you can throw this ball.”
- Effectiveness Of A Suggestion May Depend Largely On It’s Timing.Timing may be as important as the suggestion itself. Advice given too soon deprives the child of a chance to work things out for himself-too late, and the chance may be past. The child may be too frustrated.
Guides in Action
- Avoid Models In Any Art Medium. Encourage creativity and development of skills (pinching and poking play dough, etc.). Avoid a frustrating comparison between products or a “right way” situation.
- Give The Child A Minimum Of Help In Order That He May Grow In Independence.
- Forestalling. Learn to foresee and prevent rather than mopping up after a difficulty. This kind of planning ahead may mean buying more than one kind of each toy or simply turning down the water pressure at a child’s sink.
- Limits need to be carefully defined and consistently maintained.
- Supervise Strategically. Have your back to something besides children.
- Health And Safety Are A Primary Concern.
- Knowing the children and what each is likely to do is the key to utilizing all these guides effectively.
- Trikes may be used only on the paved pathway.
- Children must go down the slide feet first and on their bottoms.
- Water play must be supervised by adults.
- Sand may be used in the sandbox only.
- If children want to jump, help them construct a safe platform in an open area.
(Adapted from “Early Childhood Programs” by Read, Gardner and Mahler)
- 10 Ways to Manners
- Age 36 to 48 Months:
- Establishing A Safe Environment for Your Kids
- FAQs About the IEP Process (Individualized Education Program)
- Helping Children Cope
- Identify and Express Emotions
- Media Affects Children’s Play
- Positive Solutions for Families
- Psychological First Aid (PFA) for Students and Teachers
- Social Skills at Home and School
- Sexual Development and Behavior in Children
- Teaching to Cooperate with Requests
- Teaching Tolerance
- Tell Me What To Do Instead (Family Version)
- Young Children and Television
All About Young Children
Welcome to the All About Young Children website where you can find out about what skills help children learn, how they learn language, how they learn about feelings and relationships, how they learn about numbers, and how they become skillful at moving their bodies.
California Department of Education: Child Development
There are many child care and development programs in California. These programs are for children from birth to age twelve. They offer services to babies, toddlers, and children in preschool, kindergarten, and other grades. Some programs assist children with disabilities and children of migrant farm workers. Programs were set up to help parents with child care while they work.
Child care and development programs can provide care, education, and food for children. They are often paid for with state and federal tax money.
The California Department of Education helps manage several child care programs in California.
- For help finding information on child care in your area, visit the Child Care Resource and Referral Agency County Listing.
- The Child Care and Development Programs – CalEdFacts page provides a more detailed overview of child care and development programs in California.
- The links and information below were developed for educators and others who work with child care and development programs in California.
Center for the Social Emotional Foundations for Early Learning
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country.
Child Action, Inc.
Child Action, Inc.
Child Action, Inc. is a private, nonprofit corporation created in 1976 to provide for the education and social welfare of children and families by organizing, sponsoring and administering services to children.
Community Care Licensing
Department of Social Services: The Department of Social Services is pleased to present this new website posting information about licensed facilities throughout California.
Crisis Nursery Program
Crisis Nursery Program
The Sacramento Children’s Home operates Sacramento’s only Crisis Nursery Program. Our mission is to prevent child abuse and neglect by providing support to families at times of crisis. The Sacramento Crisis Nursery Program is a family strengthening program where families can bring their children, newborn through age 5 for emergency child care or overnight care during stressful or difficult times.
National Association for the Education of Young Children (NAEYC)
The National Association for the Education of Young Children expresses its mission in terms of three broad goals:
- Improving professional practice and working conditions in early childhood education.
- Supporting early childhood programs by working to achieve a high-quality system of early childhood education.
- Building a high-performing, inclusive organization of groups and individuals who are committed to promoting excellence in early childhood education for all young children.
Sacramento Children's Home
We are a comprehensive child and family service organization that has been providing services to the most vulnerable children and families in Sacramento for nearly 150 years. We focus on ending the generational cycle of child abuse and neglect through our residential and community programs. We are building strong families, and giving children hope for a better tomorrow.
Sacramento County Office of Education: Early Learning
The Sacramento County Office of Education plays a leadership role in advocating for high-quality early care and education programs for all children in Sacramento County.
Student Observation Guidelines
These guidelines are meant for students to follow when fulfilling their observation assignments at SCC Child Development Center.
What is the
The Teaching Pyramid approach provides a systematic framework that promotes social and emotional development, provides support for children’s appropriate behavior, prevents challenging behavior, and addresses problematic behavior. The WestEd Center for Child and Family Studies offers comprehensive professional development packages for infant/toddler, preschool, and early elementary educators. WestEd’s Teaching Pyramid is based on evidence-based practice originally developed by the Center on the Social Emotional Foundations in Early Learning (CSEFEL), authorized by California Department of Education (CDE), and aligned with California’s Early Learning and Development System.
USDA Choose My Plate
USDA Choose My Plate
(United States Department of Agriculture)
On June 2, 2011, First Lady Michelle Obama and USDA Secretary Tom Vilsack released the federal government’s new food icon, MyPlate, to serve as a reminder to help consumers make healthier food choices. MyPlate is a new generation icon with the intent to prompt consumers to think about building a healthy plate at meal times and to seek more information to help them do that by going to ChooseMyPlate.gov. The MyPlate icon emphasizes the fruit, vegetable, grains, protein foods, and dairy groups. Later in 2011, MiPlato was launched as the Spanish-language version of MyPlate.
ChooseMyPlate.gov provides practical information to individuals, health professionals, nutrition educators, and the food industry to help consumers build healthier diets with resources and tools for dietary assessment, nutrition education, and other user-friendly nutrition information. As Americans are experiencing epidemic rates of overweight and obesity, the online resources and tools can empower people to make healthier food choices for themselves, their families, and their children.
MyPlate illustrates the five food groups that are the building blocks for a healthy diet using a familiar image – a place setting for a meal. Before you eat, think about what goes on your plate or in your cup or bowl.
Warm Line Family Resource Center
Providing Resources and Support to Families of Children with Special Needs In Sacramento, Placer, Yolo, El Dorado, Nevada and Alpine Counties Since 1993.
Zero to Three
ZERO TO THREE is a national, nonprofit organization that informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the lives of infants and toddlers.
Healthy Schools Act
The Healthy Schools Act (HSA) was enacted in 2000 to promote the reduction in the use of pesticides on K-12 school sites by focusing on pest prevention through an integrated pest management (IPM) approach that uses the least hazardous pest control practices. The law prohibits school districts from using certain pesticides as identified by the Department of Pesticide Regulation (DPR). Districts must adhere to strict noticing and record keeping requirements when using pesticides, including annual written parental notifications and individual notifications when requested, and school site postings prior to the application of pesticides.