Republic of the Philippines

Laguna State Polytechnic University

ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

ECE 18 -GUIDING CHILDREN’S

BEHAVIOR AND MORAL
DEVELOPMENT

1|Page
LSPU SELF-PACED LEARNING MODULE: ECE 18- GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Prepared by: VARONA VINLUAN-ZOLETA
Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

2|Page
LSPU SELF-PACED LEARNING MODULE: ECE 18- GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Prepared by: VARONA VINLUAN-ZOLETA
Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

LSPU Self-Paced Learning Module (SLM)

Course ECE 18 -GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Sem/AY Second Semester/2023-2023
Module No. 2
Lesson Title Module 2: Direct and Indirect Discipline

Week
Duration
Date
Description
of the
Lesson

Learning Outcomes

Intended Students should be able to meet the intended learning outcome:

Learning  Observe and explain how parenting/ caregiving styles can affect children’s development and
Outcomes adjustment through narrative report.

Targets/ At the end of the lesson, students should be able to:

Objectives  Demonstrate knowledge of the theoretical and philosophical foundations
developmentally appropriate practice.
 Explain basic processes through which adults influence children.
 List, explain and give examples of several reasons for observing child’s behavior.

Student Learning Strategies

Online Activities A. Online Discussion via Google Meet

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LSPU SELF-PACED LEARNING MODULE: ECE 18- GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Prepared by: VARONA VINLUAN-ZOLETA
Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

(Synchronous/ You will be directed to attend in our online class discussion on the Child
Guidance and Discipline Strategies. To have access to the Online Discussion,
Asynchronous) refer to the link that have sent in your account.

The online discussion will be announce ahead of time.

(For further instructions, refer to your Google Classroom and see the
schedule of activities for this module)
B. Learning Guide Questions:
1. What is Developmentally Appropriate Practice (DAP)?
2. What are the parenting styles?
3. How parenting/ caregiving styles can affect children’s development and
adjustment?
4. How to observe the behaviour of the children?
5. How does parent/caregiver guide the behaviour of the children?

Note: The insight that you will post on online discussion forum using Learning Management
System (LMS) will receive additional scores in class participation.

Lecture Guide

Positive Guidance and Discipline Strategies

1. The Concept of positive discipline

The word discipline is derived from the Latin disciplina, “teaching,

learning,”and discipulus, “a pupil.” You can see, then, that discipline
refers to teaching, and learn-ing. However, adults have different ideas
Offline Activities from their culture and smaller social group within their culture about
the type of discipline to use and what to teach with discipline. Some
(e-Learning/Self-
adults are not even aware that discipline teaches something. There are
Paced) different forms of discipline.

Guidance

as a word has a number of different roots, but all refer to pointing out,
showing the way, leading, or directing. Guidance is definitely a category
of discipline and, from its meaning, you can infer that guidance has a
positive connotation. An adult using guidance searches for and uses
positive strategies so that he can indeed stop children from hurting
others (a child who uses cyberbullying to hurt others, for example) if
that is the case and so that he can teach, show the way, and lead when

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LSPU SELF-PACED LEARNING MODULE: ECE 18- GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Prepared by: VARONA VINLUAN-ZOLETA
Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

working with children, as Mr. Santini in the example above shows. Using
guidance takes a lot of thought and energy and commitment.

Punishment

is also a form of discipline. The word is derived from the Latin punire
( Harper, 2013 ) and means rough treatment, to rebuke, impose a
penalty on, or take vengeance on. Thus, if an adult uses punishment, she
will reprimand or impose a penalty on a child, such as time-out or
taking away recess. Some punishments involve taking something away,
such as time-out or withholding food (a more extreme punishment).
Some punishments are psychological, such as refusing to talk to a child,
while others punishments are physical, such as hitting. Some
punishments, as you know, can be very hurtful. Therefore, any supposed
teaching through punishment is likely to be done in a punitive and often
combative way.

Positive guidance and Discipline strategies:

 setting limits,
 use of signals and cues,
 redirection, substitution,
 I-messages,
 ignoring behavior,
 calming techniques,
 modelling

Setting Limits

Adults spend a lot of time helping children understand boundaries or

limits. Doing
this effectively involves four factors:
Developing reasonable limits that focus on important things
Stating limits effectively
Helping children accept limits
Communicating limits to others and reviewing limits periodically

Use of Signals

Cues are hints or suggestions that remind children about a limit in a

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LSPU SELF-PACED LEARNING MODULE: ECE 18- GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Prepared by: VARONA VINLUAN-ZOLETA
Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

low-key way. The signals or cues can be verbal, nonverbal, pictorial, or

written (for older children). Good cues are developmentally
appropriate; they are age and individually appropriate for a variety of
children—typically developing children, children with disabilities, and
children who are learning English. Recent research with a child with
autism used pictorial cues or symbols to help him understand words
that a teacher used in describing an action. Supporting this child with
visual cues resulted in fewer behavior problems ( Mirenda, MacGregor,
& Kelly-Keough, 2002 ).

Redirection

Diverting and distracting is a form of redirection in which an adult

immediately does something to distract a child from the forbidden or
dangerous activity. The adult then gets the very young child involved in
a different activity. Authoritative, responsible caregivers perform most
of an infant’s or young toddler’s ego functions. For example, they
remember things for the child and keep him safe because an infant’s or
young toddler’s concept of danger is just emerging. Authoritative adults
accept responsibility for stopping very young children from doing
something by setting limits that discourage certain behaviors, but they
do so in a helpful way. Diverting or distracting the youngest children
accomplishes both of these tasks. An adult can be most helpful by
immediately doing something to distract the child from the forbidden
activity and steering her toward a different activity.

Substitution

Substitution is a form of redirection in which an adult shows a child

how to perform an activity or type of activity in a more acceptable and
perhaps safer way. Substitution is an excellent strategy to use with
children who are at least older toddlers or young preschoolers.
Substitution is a good strategy to use with older children because it
acknowledges the child’s desire to plan and engage in a specific activity.
The adult must accept the responsibility of developing safe substitutions
to demonstrate the first step of problem solving.

I-messages

An I-message is a positive, self-responsible strategy useful when the

adult “owns” the problem in a relationship with a child. An adult owns
the problem when a child has done something that interferes in some

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LSPU SELF-PACED LEARNING MODULE: ECE 18- GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Prepared by: VARONA VINLUAN-ZOLETA
Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

way with that adult’s needs.

Ignoring Behavior

Ignore behavior when they stop paying attention to a specific action.

You can safely ignore some behaviors but not others. The ignore
strategy is appropriate for the following categories of behavior:
Whining or arguing about limits. Any other effort to distract you from
following through on a limit. Efforts to pull you into an argument. A
child’s efforts to make you angry. It is safe to ignore these behaviors
because they are not hurtful, not destructive, not disrespectful, and not
dangerous. In fact, it is a good idea to ignore them because paying
attention makes them worse. Giving attention to whining, for example,
rewards the child’s whining. The following guidelines will help you use
the ignore strategy effectively.

Calming Techniques

Many times, the best thing that we can do for children is to look beyond
the behavior that we see. Children often have difficulty controlling
themselves when they are under stress or when they are anxious.
Children often lose control because they are under so much stress
( Goleman, 1995 ). At these times, children have difficulty thinking
clearly, and adults need to help them. We help them best, not by
punishing, but by doing the following: Recognizing signs of anxiety and
stress. Preventing overstimulation. Teaching calming techniques.

Modelling

Demonstrates that children can effectively learn a behavior just by

watching it. Although children can learn from several types of models
(cartoon characters, pictures in books, and movie or video characters),
Bandura’s group showed just how powerful adult models are in
demonstrating aggression. Adults can also model other behaviors such
as kindness or fear.

Classroom Setting

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LSPU SELF-PACED LEARNING MODULE: ECE 18- GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Prepared by: VARONA VINLUAN-ZOLETA
Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Activity areas

Zones designated for supporting children’s development and learning

A small-group learning center

refers to a permanent or semipermanent space large enough for five

or six children. Well-designed small-group learning centers serve a
specific function reflecting the age of the children in that class as well
as each school’s curriculum goals. Examples of well-defined small-
group areas include the following: math and science, manipulatives
(puzzles and other small-muscle equipment), library and writing,
dramatic play, block center, and creative arts.

Individual learning center

This is a flexible area because the same comments about seating

arrangements and materials for the small-group learning area also
apply to individual learning centers. These centers block some
stimulation, allowing a child to concentrate on a specific activity. They
also give children a chance to work alone in a busy classroom.

Large-Group Area

A large-group area is a space large enough to accommodate most or all

of the children for large-group activities or several children during a
work period. This space should be large, open, and flexible to
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LSPU SELF-PACED LEARNING MODULE: ECE 18- GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Prepared by: VARONA VINLUAN-ZOLETA
Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

accommodate group activities such as music, language arts, creative

dramatics, stories, nutrition education, dance, and other activities that
a teacher thinks would be appropriate to do as a group

Private Space

A private space is a small, partially enclosed space with room for only
one or two children. A teacher would be able to monitor and supervise
this area easily, but it should be visually isolated from other children
(Marion, 2011). There are no chairs, tables, or special materials in the
private area.

Curriculum, Activities and Materials in a DAP Classroom

Schedule

Intentional Scheduling Teachers, then, need to be intentional about the

time schedule, deliberately and consciously structuring the day to meet
children’s needs, whether the child is an infant or a second grader.
Essential elements of a developmentally appropriate schedule for young
children include built-in structure, flexibility, and balance.

Built-in structure

Built-in structure is the teacher’s vision for the flow of the day.
Preschool and kindergarten classrooms usually include time for group
meetings or circle time and center-based learning time, outdoor
learning and play, small group, and teacher-led learning focusing on
children’s knowledge about music, math, and other curriculum areas.
The integral or built-in structure also includes appropriate but not
excessive time for routines such as clean-up, resting, and snacks or
lunch. Appropriately developed primary classroom schedules are
similar but reflect the different learning needs of first-, second-, and
third-grade children.

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LSPU SELF-PACED LEARNING MODULE: ECE 18- GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Prepared by: VARONA VINLUAN-ZOLETA
Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Flexibility

Flexibility is evidence that the teacher sees the need for some “give” in
the schedule, as when he lengthens the center time to accommodate
intense interest in the current day’s work. I observed a first-grade
teacher, in a large-group setting, discuss the trees outside. She stopped
to say to her class, “You know, why don’t we just stop talking about the
trees on the playground and grab out clipboards and pencils and go out
there and draw them?” She was flexible about how the large-group,
circle time discussion might benefit the children’s understanding about
trees.

Balance between more and less vigorous activities

Balance between more and less vigorous activities is evidence that

teachers think that children need both. An appropriately structured
schedule would never require young children to sit quietly for extended
periods. Instead, it would focus on learning that one has the capacity to
listen quietly to a story for short and manageable periods and that the
teacher will segue or move smoothly into equally beneficial hands-on,
spirited, energetic activities.

Balance between child-initiated and teacher-directed activity

Balance between child-initiated and teacher-directed activity are

necessary for all children—preschool, kindergarten, or primary. For
example, a second-grade child might be good at and like writing haiku
poetry, so she writes a collection of these poems (child-initiated
activity). A second-grade teacher might schedule language arts
instruction to teach children about writing haiku poetry (teacher-
directed activity). Constructivist theories of Dewey, Vygotsky, and
Piaget theory have informed us that children need to learn from expert
others such as peers and teachers, and need time on their own to build
ideas.

Schedule for Preschool

The following schedule presented by the Center on the Social and Emotional
Foundations for Early Learning (2007)is typical of an appropriately structured
daily agenda for preschool and kindergarten children. It reflects the built-in
structure, flexibility, and balance that young children need. An appropriately

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LSPU SELF-PACED LEARNING MODULE: ECE 18- GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Prepared by: VARONA VINLUAN-ZOLETA
Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

structured schedule for young children reflects the goals of that school for
children’s development and learning (Dartmouth Early Learning Center, n.d.).

The following schedule is for a half-day preschool or kindergarten

■ 20 minutes—Arrival Time
■ 15 to 20 minutes—Group Time
■ 60 minutes—Activity Time
■ 15 minutes—Story Time
■ 30 minutes—Outdoor Time
■ 10 to 15 minutes—Snack Time
■ 10 to 15 minutes—Closing Activities and Dismissal

Schedule for Primary Grades

Schedule for Primary Grades The following schedule ( Arizona

Department of Education, 2013 ) is for a primary classroom and reflects
the built-in structure, room for flexibility, and balance characteristic of
developmentally appropriate time schedules in classrooms. The
schedule allows for learning in math, science, social studies, language
arts, for example, but does not chop up the day into these areas. The
teacher would plan for math, science, and other areas mandated by
state standards throughout the day.

Performance Tasks
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LSPU SELF-PACED LEARNING MODULE: ECE 18- GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Prepared by: VARONA VINLUAN-ZOLETA
Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

PT1: Learning Output:

1. Prepare a brochure on positive discipline intended for parents. Include what positive
discipline is, its principles and strategies

2. Draw a simple layout of the learning environment or classroom for infants and toddlers,
preschoolers, kindergarteners and primary schoolers. Justify your plan using the principles
discussed. Discuss how your arrangement will be help encourage good behavior and
prevent off-task or challenging behaviors

Understanding Directed Assessment

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LSPU SELF-PACED LEARNING MODULE: ECE 18- GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Prepared by: VARONA VINLUAN-ZOLETA
Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

0 1 2 3 4

Content No Answer Needs Adequate Quality Exemplary

5 pts Improvement
Did not Answers are not Answers are Answers are
answer Answers are comprehensive accurate and comprehensive,
question. partial or or completely complete. Key accurate and
incomplete. Key stated. Key points are complete. Key
points are not points are stated and ideas are clearly
clear. Question not addressed, but supported. stated, explained,
adequately not well and well
answered. supported. supported.

Organization No Answer Needs Adequate Quality Exemplary

5 pts Improvement
(Answers are Did not Inadequate Organization Well organized,
clearly thought answer Organization and organization or is mostly coherently
out and question. structure detract development. clear and easy developed, and
articulated.) from the answer. Structure of the to follow. easy to follow.
answer is not
easy to follow.

Writing No Answer Needs Adequate Quality Exemplary

Conventions Improvement
5 pts
Did not Displays three Displays one Displays no
(Spelling, answer Displays over five to five errors in to three errors in
punctuation, question. errors in spelling, spelling, errors in spelling,
grammar, and punctuation, punctuation, spelling, punctuation,
complete grammar, and grammar, and punctuation, grammar, and
sentences.) sentence structure. sentence grammar, and sentence
structure. sentence structure.
structure.
Submission Submitted/ Submitted/
Posted Submitted/ Posted on the Submitted/
5 pts Submitted/
before the Posted on the after the Posted a day Posted 2 days the
deadline deadline after the
deadline after the
deadline deadline

13 | P a g e
LSPU SELF-PACED LEARNING MODULE: ECE 18- GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Prepared by: VARONA VINLUAN-ZOLETA
Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Learning Resources
Marion, M. (2019). Guidance of Young Children. New York, NY: Pearson
https://www.naeyc.org/resources/position-statements/dap/definition
https://www.pearsonhighered.com/assets/samplechapter/0/1/3/3/0133830985.pdf
https://www.pearson.com/content/dam/one-dot-com/one-dot-com/us/en/higher-ed/en/products-services/
course-products/woolfolk-13e-info/pdf/0134013522.pdf
https://helpmegrowmn.org/HMG/HelpfulRes/Articles/WhatCognitiveDev/index.html
https://www.child-encyclopedia.com/temperament

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LSPU SELF-PACED LEARNING MODULE: ECE 18- GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Prepared by: VARONA VINLUAN-ZOLETA
Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

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LSPU SELF-PACED LEARNING MODULE: ECE 18- GUIDING CHILDREN’S BEHAVIOR & MORAL DEVELOPMENT
Prepared by: VARONA VINLUAN-ZOLETA