Child Guidance

Child guidance is not only the process of guiding children’s social behavior, but also supporting social and emotional development. Because young children have limited social experiences and self-regulation, it is imperative that adults ensure that child guidance is an integral part of the day, rather than an isolated event or activity. In order to embed positive child guidance throughout the day, the following key elements must be in place:

  • Organized environments with opportunities for social experiences;

  • Predictable and consistent routines and schedules;

  • Clear and simple rules established in a positive manner;

  • Attentive adults who are able to work proactively with children when social situations arise;

  • Minimal transitions; and

  • Developmentally appropriate expectations.

Even when positive guidance practices are embedded throughout the day, it is likely that behavior problems will arise. Each county collaborative early childhood team should establish child guidance procedures and supports to ensure that child guidance, behavior management, and discipline practices are constructive and educational in nature, and appropriate to each child’s age and circumstances, as addressed in the Child Guidance section of WVBE Policy 2525. The child guidance section also addresses unacceptable practices when handling behavior problems.

Providing staff development that focuses on positive child guidance and program procedures is essential to appropriate implementation. Without ongoing professional development and support, classroom teachers, administrators, and parents often do not have necessary tools to best support children who demonstrate challenging behaviors. Further, when children illustrate challenging behaviors that are pervasive, a team approach including varieties of early childhood professionals, specialists, and administrators will provide additional supports to teachers, and parents. National data currently illustrates high rates of suspensions and expulsions in pre-k, even though research associated with the data concludes that they are linked to negative long-term outcomes. A joint policy statement released by the U.S. Department of Health and Human Services and U.S. Department of Education on expulsion and suspension policies in early childhood settings provides a wealth of information on current research, resources, recommendations, and alternatives for suspension and expulsion. The position statement can be accessed at https://www2.ed.gov/policy.

Additional resources may be considered by county collaborative early childhood teams when developing child guidance procedures and supports. Many programs have adopted research-based frameworks for behavior interventions and supports that include processes for addressing child development, referral processes, interventions, and engaging a team approach. County collaborative early childhood teams must ensure that any resources included in child guidance procedures are developmentally appropriate and aligned with state policies and federal regulations.

McDowell County Universal PreK Child Guidance Early Childhood Team

McDowell County Universal PreK Staff will fully implement the WV Early Childhood Positive Behavioral Interventions and Supports (WV ECPBIS) model in our collaborative classrooms. This approach builds on the work of the National Center for Pyramid Model Innovations (NCPMI). Through evidence-based social emotional and inclusive practices in early childhood educational settings, we are promoting positive behaviors and social emotional development for our youngest learners.

 

Classroom staff will revisit WV ECPBIS resources and training materials regularly to ensure strong implementation and positive child guidance. School principals and CORE Team Members will conduct regular classroom observations which include observing ECPBIS practices. Additional professional development will be provided based on individual and group needs.