Positive Guidance 101

Positive guidance is an approach to child-rearing and education that focuses on nurturing a child’s self-esteem and promoting personal growth through empathy, respect, and effective communication. Unlike traditional disciplinary methods that often emphasize punishment, positive guidance aims to teach children self-discipline and responsibility by fostering an understanding of the consequences of their actions. This approach is rooted in the belief that children learn best in environments where they feel respected, understood, and supported.

By using positive reinforcement, parents and educators can encourage desirable behaviors and cultivate intrinsic motivation. This involves acknowledging and rewarding efforts and improvements rather than merely outcomes, thereby instilling a growth mindset in children. Positive guidance also emphasizes the importance of setting clear, consistent boundaries, which help children understand expectations and make informed choices. Through active listening and open dialogue, caregivers can create a trusting relationship, allowing children to express themselves freely and learn to regulate their emotions. This provides an empathetic approach that not only aids in resolving conflicts, but also fosters resilience and problem-solving skills. By modeling desired behaviors and providing opportunities for children to engage in cooperative play and decision-making, positive guidance helps them develop social skills and emotional intelligence. Positive guidance is about equipping children with the tools they need to navigate life’s challenges confidently and compassionately, preparing them to become well-rounded, empathetic individuals.

“Positive child guidance describes the support provided in terms of social and emotional growth for the child (Gartrell & Gallo, 2015). 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). 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.” Mandeep Kaur Bachelor of Teaching, New Zealand Tertiary College

Behaviourist and Socio-Constructivist Approaches to Positive Guidance

Behaviourist Approach

The behaviourist approach, rooted in the philosophy of John Locke, views children as "tabula rasa" or blank slates. This perspective suggests that learning and behavior are shaped entirely by the environment, emphasizing nurture over innate abilities. In this model, children are seen as passive learners, with adults or teachers playing a crucial role in shaping behavior through external stimuli and reinforcements.

Central to behaviourism is the stimulus-response mechanism, where desired behaviors are encouraged through rewards, while inappropriate behaviors are discouraged through punishment. This approach relies heavily on operant conditioning, where the reinforcement or punishment of behaviors leads to the learning of those behaviors. Teachers in a behaviourist setting focus on observable behaviors and set specific goals for children to achieve, using conventional praise and time-outs as tools for behavior management.

However, criticisms of the behaviourist approach highlight its limitations in fostering intrinsic motivation and self-esteem. Conventional praise can lead to dependency on external approval, while time-outs may result in feelings of rejection and negative self-image. Such punitive measures can hinder the development of self-regulation and social competence, often resulting in feelings of anger or resentment in children.

Socio-Constructivist Approach

The socio-constructivist approach views children as active participants in their own learning, with the capacity for agency and communication. This perspective emphasizes the importance of social and cultural contexts in shaping learning experiences. Learning is seen as a collaborative process, where children construct understanding through interactions with their environment and others.

Guidance in the socio-constructivist approach is a dynamic interaction between adults and children, characterized by reciprocal relationships and collaborative learning. Influenced by Vygotsky’s concepts such as the zone of proximal development (ZPD), scaffolding, and private speech, this approach focuses on helping children internalize behaviors and self-regulation skills through social interactions.

Socio-constructivist teachers view children as extensions of their families and cultural backgrounds, working in partnership with families to enhance positive guidance. They recognize the role of peers and adults in supporting a child’s development by creating environments that challenge children within their ZPD. Scaffolding is used to guide children in understanding appropriate behaviors and the reasons behind them, eventually enabling children to self-regulate and direct their own actions.

An important aspect of the socio-constructivist approach is recognizing "unteachable moments" during emotional outbursts. During such times, elevated cortisol levels impede reasoning, suggesting that intervention should occur when the child is calm and able to process behavior and consequences effectively. This method acknowledges the impact of stress on children's behavior and promotes a compassionate approach to guidance.

Overall, while the behaviourist approach is more directive and focused on external control, the socio-constructivist approach emphasizes collaboration, internalization, and the social context of learning. Both approaches offer unique insights into child development, yet the socio-constructivist model is often favored for its holistic and empathetic perspective on child guidance and development. At Paranneting, we believe that what works best is dependent on each individual child, and that using strategies from various approaches or theories is typically best.

Still curious to know more about positive guidance? View the article in the link below to browse the full case study used for this article, or scroll through Paranneting’s resource document.

Full case study: https://www.hekupu.ac.nz/article/theoretical-foundations-positive-child-guidance

Resource Document: