19.0700 - Child & Custodial Care Services

Technical Standards

III. Competency Goal III – To support and emotional development and to provide positive guidance.

C. Functional Area 10 (Guidance) - Candidate provides a supportive environment in which children can begin to learn and practice appropriate and acceptable behaviors as individuals and as a group.

1. Knows a variety of positive guidance methods—such as listening, reinforcement, and redirection—and uses each appropriately.

2. Relates guidance practices to knowledge of each child's personality and level of development.

3. Avoids negative methods, such as spanking, threatening, shouting, isolating, or shaming children.

4. Establishes guidelines for children's behavior that encourage self-control and that are simple, reasonable, and consistent.

5. Alerts children to changes in activities or routines well in advance and handles transitions from one activity to another with clear directions and patience.

6. Is able to modify play when it becomes over stimulating for any of the children, including children with disabilities.

7. Builds a trusting relationship with children as a foundation for positive guidance and self-discipline.

8. Anticipates confrontations between children and defuses provocative behavior.

9. Addresses the problem behavior or situation rather than labeling the child involved.

10. Helps parents develop realistic expectations for children's behavior in ways that help avoid disciplinary problems (e.g., discussing how long children can sit still).

11. Encourages parents to talk about childrearing, guidance, and self-discipline and refers them to classes, books, and other resources, as appropriate.

12. Knows parents' disciplinary methods and expectations and selects those appropri­ate for use in the center.

13. Has realistic expectations about children's attention spans, interests, social abilities, and physical needs, including children with disabilities.

14. Gives children real choices and accepts the choices made: for example, "Do you want to read a book with me or play on the climber?" or "Shall we have the apples or bananas for snack today?"

15. Lets children solve their own problems whenever possible.

16. Explains the reasons for limits in simple words, demonstrating whenever possible.

17. Uses firm and friendly techniques, such as reminding and persuading, when rules are forgotten or disobeyed.

18. Uses positive language with children: for example, "walk" rather than "don't run."

19. Involves children in establishing guidelines and limits

20. Recognizes that sometimes serious behavior problems are related to developmental or emotional problems and works cooperatively with parents towards solutions.

21. Is aware of each child's limitations and abilities, uses guidance techniques accord­ingly, and explains rules at the child's level of understanding.

22. Uses the language in which each child understands expectations, limits, and guidance.


9 Child Guidance

Academic Alignment


Academic Alignment


Academic Alignment

Language Arts


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Lesson Plans