EEC1972
Module 02 Written Assignment - Guidance Reflection
Rasmussen College
EEC1972 Early Childhood Exploration III: Reflection
Module 02 Written Assignment - Guidance Reflection
Developmentally Appropriate Practice, or DAP, is a way of educating that promotes inclusion
amongst all children and allows them to reach attainable goals. DAP lays the foundation for the highest
effectiveness in children’s learning. Educators must be knowledgeable of age-appropriate development to
incorporate challenging but achievable goals for that particular age group. In the article, “Planning for
Positive Guidance: Powerful Interactions Make a Difference,” NAEYC states that early educators have to
focus on guiding children’s behavior through positive guidance in an attempt to have the most possible
positive interactions. Behavior guidance is the process of an adult figure helping children to gain and
learn the skills to manage their own behavior. Guidance involves modeling appropriate behaviors,
acknowledging positive behavior is displayed, and by providing firm limits and classroom management
skills. Punishment and discipline have no place in the classroom and do not help rid unwanted behaviors,
but rather have lasting effects on children’s development.
behavior guidance policy in place to help when children are showing troubling behaviors.
The first behavior guidance strategy I would implement in my program would be to have
established routines and schedules in the classroom. By providing children with a set routine and
schedule, children will feel safer and more at ease when they are aware of what to expect next. The best
way for educators to do this is to provide a visual schedule and announce transitions. For example, an
educator may have a clothespin on the current activity and will announce, “In 2 minutes, the bell will
ring and we are going to clean up for lunch time.” Another way to announce this is by using a
‘when/then’ statement to communicate a transition. For example, an educator may say, “when we put
away the toys, then we can go outside.” This will give the children a warning to prepare for a transition
and what to expect next. This task will benefit children’s development because it will show them that
Module 02 Written Assignment - Guidance Reflection
Rasmussen College
EEC1972 Early Childhood Exploration III: Reflection
Module 02 Written Assignment - Guidance Reflection
Developmentally Appropriate Practice, or DAP, is a way of educating that promotes inclusion
amongst all children and allows them to reach attainable goals. DAP lays the foundation for the highest
effectiveness in children’s learning. Educators must be knowledgeable of age-appropriate development to
incorporate challenging but achievable goals for that particular age group. In the article, “Planning for
Positive Guidance: Powerful Interactions Make a Difference,” NAEYC states that early educators have to
focus on guiding children’s behavior through positive guidance in an attempt to have the most possible
positive interactions. Behavior guidance is the process of an adult figure helping children to gain and
learn the skills to manage their own behavior. Guidance involves modeling appropriate behaviors,
acknowledging positive behavior is displayed, and by providing firm limits and classroom management
skills. Punishment and discipline have no place in the classroom and do not help rid unwanted behaviors,
but rather have lasting effects on children’s development.
behavior guidance policy in place to help when children are showing troubling behaviors.
The first behavior guidance strategy I would implement in my program would be to have
established routines and schedules in the classroom. By providing children with a set routine and
schedule, children will feel safer and more at ease when they are aware of what to expect next. The best
way for educators to do this is to provide a visual schedule and announce transitions. For example, an
educator may have a clothespin on the current activity and will announce, “In 2 minutes, the bell will
ring and we are going to clean up for lunch time.” Another way to announce this is by using a
‘when/then’ statement to communicate a transition. For example, an educator may say, “when we put
away the toys, then we can go outside.” This will give the children a warning to prepare for a transition
and what to expect next. This task will benefit children’s development because it will show them that
