Sometimes, teachers are also doubtful about the effectiveness of positive child guidance, as it does not yield immediate results, and is more a process of observation, assessment and reflection (Mcfarland, Saunders, & Sydnye, 2008). Some other concepts that are considered under positive guidance are time-out to control inappropriate behaviour and reward giving for appropriate behaviour, however, these do not necessarily reflect positive guidance (Mcfarland, Saunders, & Sydnye, 2008). Positive child guidance can be seen as a process of developing self-control in which adults use strategies such as logical reasoning, choice giving, problem solving, cooperation, conflict resolution and redirection (Mcfarland, Saunders, & Sydnye, 2008). The ultimate objective is to develop self-confidence, inner responsibility, motivation and self-control in the child (Miller, 2004). There are many misconceptions about positive child guidance that prevail in the early childhood education (ECE) teaching community, for the term is often understood as controlling annoying behaviours (Mcfarland, Saunders, & Sydnye, 2008), though behaviour management is only a part of child guidance. Mcfarland, Saunders and Sydnye (2008) found in their study that, although early childhood teachers agree that positive child guidance is important for children, positive child guidance and the techniques that fall under this approach were not clearly understood. In this paper, the focus is on teachers’ perceptions of positive child guidance and the theories that guide the values and beliefs of child guidance. Knowledge of positive guidance skills is very important for teachers, as early childhood programs provide a child opportunities to absorb democratic life skills, and to grow as adults who are self-directed, productive citizens capable of managing their behaviours (Miller, 2004). Miller (2004) suggests that positive child guidance should focus on the growth of naturally unfolding motivation for self-control and pro-social behaviours, which are necessary for effective living. It is a process of guiding children to develop healthy self-esteem, respect for themselves and others and skills to manage an array of potential stressors (Marion & Koralek, 2013). Positive child guidance describes the support provided in terms of social and emotional growth for the child (Gartrell & Gallo, 2015).
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