Philosophy Of Center Guidance

MY GUIDANCE POLICY:
My centre guidance policy is to provide quality care through a safe, secure and nurturing environment. An environment that promotes a sense of belonging and respects diversity (MOH, MCFD, 2008, p#16). My goal is to provide the children with meaningful guidance through competent educators by developing healthy and positive relationships with other adults and peers. The purpose of this guidance is to develop self-control in children along with the freedom of expression.
MY GUIDANCE AND CARING PHILOSOPHY:
My guiding and caring philosophy is based on my belief that every child is different and unique. As an educator, it is my responsibility to provide the required support according to each individual’s needs. Guidance is an
This trusted environment also promotes problem-solving skills in children that minimize negative behaviours (Reynolds, 2003).
I also believe in a set but a flexible daily routine for the better outcomes of guiding children. Having the least amount of transitions and making them smooth by giving cues and warnings definitely, helps children to stay calm and possess positive behaviours. Helping children to cope with separation anxiety through consistent staff is another key factor that helps children to behave according to expectations. Early Childhood Educators implement programs and use guidance techniques that take into account the ages of the children and the individual variations in their development. (Code of Ethics, 2008, p#6). As every child is different, the pattern of development also varies and considering these differences before planning for the child is huge. Providing developmentally appropriate experiences which challenged the child ability but does not frustrate him helps children to stay calm and help them to learn with challenges. Similarly, realistic approach is mandatory for example, it is not possible for children to expect them to sit quietly for a long time or to ask them to do activities right after one and other. Both of these situations develop frustration and can raise problems (Essa,
5- Using natural and logical consequences (MHP, 2003, p#12):
Natural consequences are the involuntary and unpleasant outcomes that can be the result of a child’s choice (Mental health, 2017). For example, if a child refuses to wear boots, gets wet and is uncomfortable so the statement would be, “I can see your socks are wet because you choose not to wear the rain boots”. Logical consequences are imposed by the adults in response to the child’s behaviour (Responsive classroom, 2017). For example, if a child rips a book the statement would be, “Here is the tape help me in fixing it”.
Both natural and logical consequences are helpful to teach how to fix their mistakes and to make wise decisions in the