What is the difference between obedience-based discipline and a guidance approach when working with young children?

  

For this Written Response Assessment, you will respond to a series of prompts related to key concepts of positive guidance and responsive relationships that promote healthy child development and learning.
SD3002:
Foundations of Positive Guidance and Responsive Relationships:
Explain key concepts related to positive guidance and responsive relationships that promote healthy child development and learning.

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Instructions
Write your responses where it reads Enter your response here. Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses.

At the end of the template, you will list the references you used to support your responses.

Item 1
Scenario: Your early childhood program has recently decided to move away from obedience-based discipline and rules and focus instead on a guidance approach. You want to share this thinking with families to build understanding, encourage their input, and foster continuity for children between school and home. At your first family meeting:
A parent shares that she has always liked to use simple rules with her child and asks whats wrong with obedience and discipline as long as it is age appropriate and consistent. You share what it means to move from the practice of obedience-based discipline and rules to a guidance/guidelines approach. (1 paragraph)

Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 1: Concepts and Theories Related to Positive Guidance and Responsive Relationships

You share what it means to move from the practice of obedience-based discipline and rules to a guidance/guidelines approach.

LO1: Explain the difference between the practice of obedience-based discipline and rules and a guidance/guidelines approach when working with young children.

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Item 2
One staff member explains why a guidance approach encourages healthy social-emotional development and competence by offering these 3 reasons to validate this perspective: (1 paragraph)
Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 1: Concepts and Theories Related to Positive Guidance and Responsive Relationships

One staff member explains why a guidance approach encourages healthy social-emotional development and competence by offering these 3 reasons to validate this perspective

LO2: Explain how the guidance approach encourages healthy social-emotional development and competence in young children.

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Item 3
You share a concept that is basic to positive guidance and your program philosophy, the deep-seated belief that positive child-teacher relationships are key to childrens healthy development and learning. With that in mind, you explain what it means to treat children with unconditional positive regard. (1 paragraph)

Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 1: Concepts and Theories Related to Positive Guidance and Responsive Relationships

With that in mind, you explain what it means to treat children with unconditional positive regard.

LO3: Explain what it means to treat children with unconditional positive regard.

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Item 4
Then you summarize at least 3 ways your staff strives to build affirming, responsive relationships with children, not only to create and maintain a foundation for positive guidance but also to validate each childs worth as an individual who contributes to your caring community. (1-2 paragraphs)

Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 1: Concepts and Theories Related to Positive Guidance and Responsive Relationships

Then you summarize at least 3 ways your staff strives to build affirming, responsive relationships with children, not only to create and maintain a foundation for positive guidance but also to validate each childs worth as an individual who contributes to your caring community.

LO4: Explain how adults can build affirming, responsive relationships with children to create and maintain a foundation for positive guidance and validate each childs worth.

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Item 5
Your next family meeting focuses on how to guide and strengthen childrens positive behaviors. You share three positive guidance strategies teachers can use to demonstrate and model caring relationships and promote childrens prosocial behaviors. (1-2 paragraphs)

Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 2: Guiding and Strengthening Positive Behaviors in Early Childhood Settings: The Basics

You share three positive guidance strategies teachers can use to demonstrate and model caring relationships and promote childrens prosocial behaviors.

LO1: Explain positive guidance strategies that teachers can use to demonstrate and model caring relationships to promote childrens prosocial behaviors.

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Item 6
A parent asks how you will handle conflicts using positive guidance. You explain the value of guidance talks, including an example of a situation where a guidance talk might be an effective and appropriate strategy. (1-2 paragraphs)

Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 2: Guiding and Strengthening Positive Behaviors in Early Childhood Settings: The Basics

You explain the value of guidance talks, including an example of a situation where a guidance talk might be an effective and appropriate strategy.

LO2: Explain the value and relevance of guidance talks.

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Item 7
You also explain the value of holding whole class meetings as a positive guidance technique to foster prosocial behaviors and social-emotional growth. (1-2 paragraphs)

Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 2: Guiding and Strengthening Positive Behaviors in Early Childhood Settings: The Basics

You also explain the value of holding whole class meetings as a positive guidance technique to foster prosocial behaviors and social-emotional growth.

LO3: Explain the value of class meetings as a positive guidance technique to foster prosocial behaviors and social-emotional growth.

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Item 8
In order to share the intent and value of teaching democratic life skills, you summarize two of the skills, their value to childrens social-emotional growth and prosocial behaviors, and what teachers can do to foster childrens competence in each of the skills you chose. (2 paragraphs)

Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 2: Guiding and Strengthening Positive Behaviors in Early Childhood Settings: The Basics

In order to share the intent and value of teaching democratic life skills, you summarize two of the skills, their value to childrens social- emotional growth and prosocial behaviors, and what teachers can do to foster childrens competence in each of the skills you chose.

LO4: Explain specific democratic life skills, including their value to childrens social-emotional growth and prosocial behaviors.

LO5: Explain how teachers can foster childrens competence in specific democratic life skills.

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Item 9
Some family members have heard the terms self-regulation and executive function. Explain the concept of self-regulation and executive function, including at least one strategy that can be used to support the development of self-regulation in toddlers, preschoolers,
or kindergarten/school-age children. (2 paragraphs)

Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 3: Self-Regulation and Executive Function

Explain the concept of self-regulation and executive function, including at least one strategy that can be used to support the development of self-regulation in toddlers, preschoolers,
or kindergarten/school-age children.

LO1: Explain the concept of self-regulation.

LO2: Explain strategies that foster self-regulation in young children.

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Item 10

In conclusion, explain at least 3 reasons why executive function and self-regulation matter to healthy development and learning. (12 paragraphs)

Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 3: Self-Regulation and Executive Function

In conclusion, explain at least 3 reasons why executive function and self-regulation matter to healthy development and learning.

LO3: Explain why executive function and self-regulation skills are integral to childrens healthy development and learning.

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

References

Provide a citation for each resource you used to write your response to this Assessment. A sample citation is provided below:

Gartrell, D. (2014).
A guidance approach for the encouraging classroom (6th ed.). Boston, MA: Cengage Learning.

Professional Skill Assessment
In this Competency Assessment, you will be assessed on the following Professional Skill: Written Communication. This skill counts toward your achievement of the Competency and the Professional Skill.

Written Communication: Write with clarity, coherence, and purpose.

0

Not Present

1

Needs Improvement

2

Meets Expectations

LO1: Construct complete and correct sentences. (AWE 2; Sentence-Level Skills)

Sentences are incoherent and impede readers access to ideas.

Sentences are incomplete and/or include fragments and run-on sentences, limiting readers access to ideas.

Sentences structure effectively conveys meaning to the reader.

LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence-Level Skills)

Multiple inaccuracies in grammar and mechanics impede readers access to ideas.

Some inaccuracies in grammar and mechanics limit readers access to ideas.

Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.

LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph-Level Skills)

Paragraphs, or lack of paragraphs, impede readers access to ideas.

Construction of main idea and/or supporting paragraphs limit readers access to ideas.

Main idea and/or supporting paragraphs effectively convey meaning to reader.

LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence)

Supporting materials are not present.

Supporting material is used inconsistently or inappropriately.

Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.

LO6: Identify sources. (AWE 2; Credit to source)

Sources are missing.

Writing inconsistently identifies or misrepresents sources.

Writing clearly identifies the source of non-original material and/or ideas.

Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a 2 on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.

Exceeds Expectations: Connections to Experience

LO1: Apply relevant experience and academic knowledge to illustrate concepts and/or ideas.

Responses include highly relevant and well developed examples to illustrate concepts related to positive guidance and responsive relationships in early childhood settings.
Yes
No

2017 Walden University 10

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Introduction:

Understanding key concepts related to positive guidance and responsive relationships is critical for professionals in early childhood education. In this Written Response Assessment, you will respond to various prompts related to these concepts that promote healthy child development and learning. The assessment will cover topics such as the difference between obedience-based discipline and a guidance approach, the importance of positive child-teacher relationships, and how the guidance approach encourages healthy social-emotional development in young children.

Description:

The first prompt focuses on how to introduce families to the concept of a guidance approach. Suppose your early childhood program is moving away from obedience-based discipline and rules. In that case, you need to explain the difference between obedience-based discipline and a guidance approach to parents. The difference lies in the way children are treated and how their behavior is managed. A guidance approach prioritizes problem-solving and teaches children how to make better choices. In contrast, obedience-based discipline emphasizes strict rules and punishment. The second prompt asks you to explain why a guidance approach is beneficial for children’s social-emotional development and competence. The third prompt discusses the importance of positive child-teacher relationships and the concept of unconditional positive regard. With these concepts in mind, your task is to explain how positive relationships and unconditional positive regard contribute to healthy child development and learning.

explain what it means to treat children with unconditional positive regard.

LO3: Define and explain the concept of unconditional positive regard and how it supports positive guidance and responsive relationships in young children.

Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

When treating children with unconditional positive regard, it means accepting and valuing them for who they are, without judgement or conditions. This approach is based on the belief that children who experience unconditional positive regard have a greater sense of self-worth, and are more likely to develop positive relationships with others, exhibit positive behaviors, and have high levels of self-esteem. Additionally, teachers who practice this approach create a safe and nurturing environment that fosters healthy social-emotional development and learning for young children.

Solution 1:

(Scenario: Moving away from obedience-based discipline and rules)

Solution 1: One of the main differences between obedience-based discipline and a guidance/guidelines approach is the focus. Obedience-based discipline emphasizes compliance and rule-following whereas a guidance/guidelines approach emphasizes providing children with information and supporting their development of self-regulation skills. It is important to recognize that while simple rules and discipline may seem effective in the short term, they do not teach children the skills they need to make good decisions in the long-term. Furthermore, research indicates that children who experience more guidance and less punishment have better outcomes in terms of mental health, academic achievement, and social relationships. We believe that by shifting our approach, we can create an environment that promotes healthy child development and learning.

Topic 1: Meets Expectations

(Solution 2: Encouraging social-emotional development)

Solution 2: The guidance approach encourages healthy social-emotional development and competence in young children in a number of ways. Firstly, by offering support and positive reinforcement, children are more likely to develop a sense of self-efficacy. This means they are able to manage their emotions and behaviour more effectively. Additionally, the guidance approach helps children build social competence by promoting problem-solving and conflict resolution skills. It encourages open communication and active listening, which fosters trust and respectful relationships between children, staff, and other adults. Finally, the guidance approach recognizes that children are unique individuals with varying needs and preferences. By valuing each child’s perspective and encouraging them to express their thoughts and feelings, we create a sense of belonging and positive self-image.

Topic 1: Meets Expectations

explain what it means to treat children with unconditional positive regard.

Treating children with unconditional positive regard is a fundamental concept in positive guidance and responsive relationships. It means that teachers and caregivers value children for who they are, rather than just their behavior or performance. Unconditional positive regard requires adults to see children as individuals with unique personalities, abilities, interests, and needs. This approach fosters positive child-teacher relationships, which is key to children’s healthy development and learning. When children feel valued, respected, and supported, they are more likely to feel secure and develop positive attitudes towards themselves and others. This, in turn, promotes their social-emotional development and overall well-being.

Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations

Topic 1: Concepts and Theories Related to Positive Guidance and Responsive Relationships
Explain what it means to treat children with unconditional positive regard.
Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.

Suggested Resources/Books:
1. Positive Discipline by Jane Nelsen
2. The Power of Positive Parenting by Glenn Latham
3. Building Positive Relationships with Young Children: Understanding and Responding to Individual Needs in Early Years Settings by Sarah White
4. Raising Resilient Children by Robert Brooks and Sam Goldstein
5. When Kids Call the Shots: How to Seize Control from Your Darling Bully – and Enjoy Being a Parent Again by Sean Grover

Similar Asked Questions:
1. How does a guidance approach differ from obedience-based discipline in early childhood education?
2. What are the benefits of positive child-teacher relationships in promoting healthy child development?
3. How can treating children with unconditional positive regard support their social-emotional development?
4. What are some effective strategies for promoting positive behavior and reducing negative behavior in young children using a guidance approach?
5. What are some common misconceptions about positive guidance and responsive relationships in early childhood education, and how can they be addressed?

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