Positive behavior support preschool: Center on PBIS | Early Childhood PBIS

Center on PBIS | Early Childhood PBIS

What is Early Childhood PBIS?

Early childhood PBIS refers to PBIS implementation within early childhood settings – The Pyramid Model. The Pyramid Model is a multi-tiered framework with a continuum of evidence-based practices to promote expected behavior, prevent problem behavior, and intervene when students need more support. This model addresses the needs and contexts unique to programs serving infants, toddlers and preschoolers, including children in public school early childhood classrooms. It includes the practices, procedures, and data collection measures appropriate for young children and their families.

Why Address Early Childhood PBIS?

The Pyramid Model ensures programs attend to both the implementation of evidence-based practices and develop the infrastructure to sustain these efforts. Children have better social skills and less problem behavior in Pyramid Model classrooms. Practitioners are able to implement Pyramid Model practices better when they receive training and practice-based coaching. [1] According to the Technical Assistance Center on Social and Emotional Intervention, programs using this approach experience the following:

• Reductions in child challenging behavior
• Increases in children’s social skills
• Increased satisfaction of program staff and families
• Reduced turnover in the program
• Increases in teachers’ competence and confidence in the support of children
• Changes in classroom and program climate
• Sustained implementation of the Pyramid Model

Foundational Systems of Early Childhood PBIS

Early childhood PBIS systems are very similar to the foundational systems guiding any PBIS framework. The primary difference is the way these systems adapt to serve the unique needs of younger children and their families.

Leadership Team

The team includes (Some team members may fill more than one of these roles):

• The program administrator
• Representation from teaching staff
• Someone to provide coaching and support to teachers
• A behavior specialist
• A family member

The team ensures the systems and practices implemented provide support to children with challenges, professional development and support to teachers, and a plan for family engagement. This leadership team uses data to make decisions and meets monthly to guide implementation of the program-wide approach.

Staff Readiness and Buy-In

All program staff participate in implementation. They must agree to it and be willing to participate. The leadership team monitors and supports staff buy-in on an ongoing basis.

Family Engagement

PBIS implementation in early childhood works to establish partnerships with families. The program shares information with families, offers support around children’s social and emotional skill development, and includes families in program-level teams.

Pyramid Model Practices

Pyramid Model practices:

• Promote healthy social-emotional development
• Reduce challenging behaviors
• Support families to promote their children’s social development in a home visiting program
• Establish effective instructional routines in classrooms from infant-toddler to pre-kindergarten ages.

Staff Capacity

When programs implement the Pyramid Model, all staff must have the training, coaching, and resources to implement practices effectively. The leadership team develops strategies to provide ongoing support to staff as they implement the model.

Providing Interventions to Children with Persistent Challenging Behavior

Program-level policies and procedures support to staff to address challenging behavior. These include mechanisms for support in crisis situations, developing a problem-solving process for children with emerging challenges, and providing a system for identifying children who needa behavior support plan developed through a team driven process.

Monitoring Implementation and Outcomes

Data-based decision making is a pivotal component of the program-wide approach in the Pyramid Model. The team gathers and reviews implementation data using a variety of data tools.

Tiers of the Pyramid Model

The Pyramid Model promotes young children’s (birth to five years old) social-emotional competence and prevents and addresses challenging behavior, through a tiered promotion, prevention, intervention framework.

Tier 1

Tier 1 promotes nurturing and responsive caregiving relationships and high-quality environments. At this level, practitioners focus on their relationships with children and their families by providing nurturing and responsive support and engaging children in relationships with others. Practices at this level involve supportive environments to prevent problem behavior, engage all children, and develop social-emotional skills. For many children, Tier 1 may be all that is needed to support their healthy social-emotional development.

Tier 2 

Tier 2 serves as a prevention level. It focuses on explicit social skills instruction like:

• Self-regulation
• Expressing and understanding emotions
• Developing social relationships
• Problem-solving

Tier 3 Intensive intervention

Tier 3 focuses on individualized, intensive interventions for children who have the most persistent challenging behavior. Even with Tier 1 and Tier 2 systems in place, there may be children who need an individualized behavior support plan. These plans typically include prevention strategies, instructions of new skills, and guidance on how to respond in order to reduce challenging behavior and increase new skill use.

Assessing Early Childhood PBIS/Pyramid Model

There are multiple tools to assess implementation and outcomes in early childhood settings.

Early Childhood Program-Wide PBS Benchmarks of Quality (EC-BoQ)

A self-report checklist designed to help programs evaluate their progress toward implementing the Pyramid Model program-wide. A companion assessment evaluates its implementation’s cultural responsiveness [INSERT LINK: https://www.pbis.org/common/cms/files/pbisresources/ECBoQ_Cultural-Responsiveness-Companion.pdf].

Pyramid Model Early Intervention (Part C) Benchmarks of Quality (EI-BoQ)

This assessment helps programs evaluate their progress toward implementing the Pyramid Model program-wide. 

Teaching Pyramid Observation Tool (TPOT) and The Pyramid Infant Toddler Observation System (TPITOS) 

These tools assess classroom implementation in early childhood settings

Coaching Logs

Coaches can use coaching logs to track implementation activities as well as document each activity’s focus.

Get Started with Early Childhood PBIS

The first steps to implementing PBIS in early childhood settings involve training and building staff capacity. Leadership teams attend a multiple-day training on program-wide implementation to develop implementation plans. Staff receive training on the Pyramid Model and coaching for classroom-level implementation. Training is offered in a variety of formats, including e-modules and in-person training.

Resources:

The Pyramid Equity Project Fact Sheet

This fact sheet defines the Pyramid Model and how to implement it as a way to address suspensions/expulsions of young children, particularly children of color.

Aligning and Integrating Family Engagement in PBIS: Chapter 6

This chapter describes practices and strategies for engaging families in early childhood settings.

[1]Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016). Evaluating the implementation of the Pyramid Model for promoting social emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36, 133-146.

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5 Universal Practices to Support Young Children’s Positive Behavior

When your early childhood program has resumed in-person classes, you might notice an uptick in challenging behavior. This year has been incredibly tough on families across the country, and young children have been dealing with a flood of big emotions, including stress, fear, grief, anger, sadness, and loneliness.

Today we’re passing along five universal classroom practices you can use to help avoid or resolve challenging behavior in your young learners. Excerpted and adapted from the book Prevent-Teach-Reinforce for Young Children by Glen Dunlap, Kelly Wilson, Phillip Strain, & Janice K. Lee, this post will give you some general guidelines and specific tips to follow when you’re teaching children face to face again. Effective for children with and without identified behavior challenges, these five practices will help you and the rest of your team lay the groundwork for positive behavior within a supportive learning environment.

Embrace the Five-One Ratio of Positive Attention

The 5:1 ratio of positive attention is based on research that has shown that children are better behaved in preschool settings when adults spend the majority of their time attending to positive behavior and not correcting or commenting on challenging behavior.

When you’re implementing the 5:1 ratio, remember that:

• All members of your team must contribute to maintaining the 5:1 ratio.
• It’s important to have a specific goal for your team, and a concrete symbol or reminder will help. For example, if your goal is for your team to catch a student behaving appropriately 30 times during a three-hour preschool day, your team member might wear carpenter’s aprons with 10 poker chips placed in one side pocket, and move a chip to the other pocket each time they make a positive comment to the student about their behavior.
• The only interactions that count toward the “5” column are encouraging comments to the child about their behavior. Directions, requests, or questions, even if stated in a positive tone, count in the “1” column.
• Even if shifting to the 5:1 ratio by itself doesn’t result in a satisfactory change in challenging behavior for specific children, remember that it’s still a necessary step toward your goal.

Use Predictable Schedules

Developing a daily schedule and directly teaching children what comes next is about maintaining a routine and keeping all of the children informed about the routine. This strategy maximizes children’s ability to predict what comes next.

When you’re implementing a schedule, remember to:

• Design your schedule so that you can remove an item to indicate its completion, cover up the item to indicate its completion, or provide other ways to indicate that activities are finished.
• Use words and pictures to represent entries on the schedule.
• Prominently display the daily schedule at children’s eye level.
• Review the schedule daily with the whole group and with individual children before transitions.
• Preview upcoming changes with children in advance.
• Keep things new and exciting—a predictable schedule doesn’t mean doing exactly the same thing every day.

Establish Routines within Routines

The predictability of a general schedule may not provide enough structure to prevent some children’s challenging behaviors. You’ll probably find it helpful to specify other levels of predictability within your overall classroom schedule. For example, during the larger routine of daily sign-in, you can create a smaller routine in which you approach a child who needs extra support, hand them a marker, and say, “Time to sign in! Pick a friend and go sign in together.”

As your team works to create these routines within routines, remember to:

• Think carefully about the developmental goals you have for a general routine (e. g., peer interaction, language, fine motor skills), and make sure the routines within the routine actually provide opportunities for children to practice skills related to the goal.
• Mediate with picture sequences. Picture sequences are a permanent reminder for children regarding your behavioral expectations, and they help children understand each step of each routine.
• Directly teach the sequences using fun activities such as puppets, role-playing with adults purposefully making mistakes, and children taking turns modeling for each other.

Directly Teach Behavioral Expectations

Working as a team, establish expectations for classroom behavior and make sure all children know exactly what expectations you have for each routine. Keep these tips in mind as you go:

• Try to have no more than two or three expectations for any one routine. For example, your goals for arrival time might be “active engagement with materials” and “peer social interactions,” and your opening circle-time goals might be “maintaining attending behavior (sitting in the group)” and active participation (watching, motor movement, verbal participation). ”
• Take photos or make drawings of the children in your class demonstrating all the expectations. Post the pictures strategically around the classroom to remind children of the expectations and redirect them to desired behavior when they’re not following the rules.
• Make sure that all children have an opportunity to practice behavioral expectations each day. And practice expectations beforehand, because practicing after rule infractions may be perceived as punitive by your students.
• When you notice an episode of rule following, make a point to publicly acknowledge it.
• Adjust the level of expectations across the year. For example, engagement at opening circle time for a 3-year-old group may be five minutes or less at the beginning of the year, but you might double that by the end of the year.

Directly Teach Peer-Related Social Skills

Embedded in your daily schedule are many opportunities to support and encourage peer interactions during natural activities and routines. Actively teaching social skills involves careful planning, arranging the environment to support peer interaction, and implementing strategies such as peer-mediated interventions, adult cueing and prompting, and reinforcement.

Take a look at this classroom example:

Instead of having an adult sit at the snack tables with the children, the adults designate a snack captain and drink captain for each table. Monique has been selected as the snack captain for her table. Once all the children are seated and they have sung their snack song, Ms. Judy gives Monique a stack of napkins. Adults then cue the children who need prompting to ask Monique for a napkin. Once the napkins are passed out, Monique is given a plate with the snacks on it. Again, the adults cue the children to ask Monique for a snack, and she passes the plate to each child so he or she can take a snack. Meanwhile, Marcus, the drink captain, is given the cups and a small pitcher of juice. While some children are asking Monique for snack, others are asking Marcus for juice. Teachers facilitate these interactions and make sure everyone asks for snack and juice—whether it is by verbalizing a request; gesturing; or using pictures, signs, or other ways to communicate.

As you think about and develop rich peer interaction opportunities like these, ask yourself the following questions:

• What social skills goals do I have for the individual children in my class? What are my expectations for the children in my care?
• What do I typically do with or for the children? Could children pair up to do this job instead?
• Is this activity something that frequently happens? (This question is important because you want to create opportunities that occur often, in order to provide a wealth of opportunities over the course of a day, week, month, and school year.)
• Can I ensure that support will be available so that all children can be successful in carrying out this task?

Implement these five universal classroom practices faithfully, and your team will likely see a dramatic reduction in challenging behavior. To learn more about how to implement these universal practices—and provide individualized support for children who need more—be sure to check out Prevent-Teach-Reinforce for Young Children: The Early Childhood Model of Individualized Positive Behavior Support. And for a convenient one-page reminder of the practices outlined in this post, download and print this colorful PDF handout!

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Resolve persistent behavior challenges in early childhood settings with this practical guide to the popular Prevent-Teach-Reinforce for Young Children (PTR-YC) model, ideal for strengthening social-emotional development in preschool children. Includes planning forms and worksheets such as a Goal Sheet, Daily Log, Behavior Rating Scale, Intervention Menu, and Team Implementation Guide.

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Preschool Behavior: What to Expect | Bebbo

Behavior of a child in preschool age

Preschool children actively explore the world around them. The guys are very inquisitive and ask a lot of questions “who”, “what”, “why” and “what for”. You may need to devote more time and attention to the child during this period when you are doing something together. For example, during a walk, your preschooler may stop and study a snail for a long time, asking you questions about its structure, nutrition, and habitat. nine0005

Trying to understand the world, preschoolers often get distracted and it may seem like your child is not listening to you. In fact, he is thinking and trying to understand the information that you gave him five minutes ago.

Remember that independence is very important for a preschool child. He needs to try and do everything on his own in order to feel like a growing person, strengthening his self-confidence and self-esteem. Sometimes a child will need your help and support in mastering new knowledge. Try to encourage the preschooler in his independent actions, giving him the opportunity to practice new skills. nine0005

In the preschool period, the child actively develops self-regulation, which helps him build friendships with peers and play joint games. Your kid will be able to successfully communicate in a kindergarten group, follow certain norms and rules. Do not forget that even a growing preschooler finds it difficult to cope with strong emotions and control his behavior in difficult or unfamiliar situations. Help your child express his feelings, support him in a difficult situation. nine0005

Benefits of attending pre-school

Pre-school children can attend kindergarten with pleasure and interest. Some children will need time to get used to the rules and daily routine in preschool.

Kindergarten attendance provides an opportunity for your child to develop and practice social skills. Children learn to build and maintain friendly relations with their peers, independently find solutions in conflict situations, and gain authority. nine0005

Thanks to participation in routine moments, it is easier for a child to master self-care skills – to eat, change clothes, and fall asleep on their own.

Problems in the behavior of a preschool child

Anxiety

Anxiety, anxiety, fear are normal emotional manifestations of our psyche along with joy, delight and admiration. The appearance of fears in a child at preschool age is considered a natural stage in the development of his personality. At this age, children may be afraid of the dark, monsters, being left alone, going to the doctor, etc.

Children’s fears, if they are treated correctly and the causes of their occurrence are understood, most often disappear without a trace. In many ways, the appearance of fears depends on the characteristics of the character of the child and the style of family education. Often parents themselves intimidate the child: “If you don’t sleep, Baba Yaga will take it away.” You can involuntarily instill fear in the child, constantly warning him of the danger: “Don’t walk – you will fall”, “Don’t touch – you will burn yourself.” It may not yet be clear to the child what this threatens, but he already feels anxiety and he has a fear reaction. nine0005

If your preschooler develops anxiety, fears increase, or he or she has been severely frightened (bitten by a dog, stuck in an elevator), seek professional help.

Bullying

Often the cause of fear in children in the preschool period is the relationship with peers. If a child is not accepted in the children’s team, they offend him, then he does not want to go to kindergarten so as not to be subjected to humiliation and bullying. To resolve this situation, you need to talk with a kindergarten teacher or a psychologist. Remember, if your child is being laughed at in preschool, he needs a lot of your love and support. nine0005

Conflicts

Quarrels and fights are very common among preschool children. The reasons for violent conflicts can be the following factors: the temperament of the child, age, the level of development of his communication and social skills. You can help your baby develop these skills by playing with him. For example, during the game, you can simulate real conflict situations and play out ways to resolve them together.

Habits

Many children have certain “bad” habits and compulsions, such as nail biting or nose picking, that may bother you. As a rule, such manifestations disappear as your child grows older. However, if you notice that such actions of the baby are increasing and you cannot cope on your own, contact a specialist.

Children’s lies

During the preschool period, you can catch your child lying at random. The ability to cheat or deceive is evidence of a new stage in the development of your child. You can analyze in what situations your child deceives you. Perhaps the reason for this behavior is fear of you. It is better to teach a child to appreciate and tell the truth than to punish him for petty lies. nine0005

Shyness

Shyness is normal for preschoolers. If your child is shy or needs time to adjust to a new situation, try to be supportive. You can prepare the baby in advance for a new experience, talk about what will happen. For example: “Tomorrow we go to the dentist. There will be a large chair that you will have to sit on, then you will open your mouth and show your teeth to the doctor. I will be with you”. Reward your child for bold social behavior, such as responding to others, making eye contact, or playing away from you. nine0005

Tantrums

If your child has tantrums, you need to remember that he is still learning acceptable ways to express his feelings. If you know the reasons for the bad behavior of the baby and you are working on correcting it, then you will notice that there are much fewer tantrums after the child is four years old.

You don’t have to worry if your little one has an imaginary friend. Children’s imagination finds a way to express feelings and learn social skills. nine0005

How to help preschoolers behave well: tips

Use reminders

It can be difficult for a preschooler to remember or focus on something, especially when it comes to certain rules of behavior. You may need to remind your child of certain things several times. For example, when you’re about to leave the park, try saying, “We’re going home soon.” Then make another reminder closer to the time you leave: “One more ride and we’re leaving.” nine0005

Share feelings

If your preschooler understands how his behavior affects you, he may be able to empathize with you. When communicating with your child, use expressions where you tell him about your feelings. You can tell him, “I’m upset because it’s very noisy and I can’t talk on the phone.” When you start a sentence with “I”, it gives your child the opportunity to change their behavior for you.

Change the environment

In many cases, you can prevent or minimize your child’s problem behavior by changing the environment. For example, if your preschooler is upset that your toddler is crawling over his toys and getting in his way, you can help find a quiet place where your older child can play in peace.

Preschool Discipline and Guiding Your Child’s Behavior

Discipline helps your child behave according to social rules and norms. nine0005

Organizing and following a daily routine helps a child follow certain rules.

Family rules are a key aspect of discipline for children of all ages. They regulate children’s behavior in a positive direction, indicating exactly what kind of behavior you expect. Preschoolers can often forget or ignore rules, so they need support and reminders.

Consequences are a convenient way to guide children’s behavior because they tell children what not to do. Rewards for good behavior encourage the preschooler to behave appropriately in the future. nine0005

Physical punishment does not teach children how to behave, but can harm them and make children afraid of you.

A warm, loving relationship with a child, rewarding him for good behavior – all this contributes to the development of discipline.

The influence of a preschooler’s behavior on your feelings

When your child behaves badly, you may feel angry or stressed.

Take care of yourself: Eating right, getting enough sleep and being physically active can help. You can also talk about your feelings with someone you trust, such as a partner, friend, or counselor. nine0005

Contact a specialist if you are worried about your child’s behavior or just don’t know what to do about it.

Kindergarten etiquette teaching in different age groups | Article on the topic:

Municipal Preschool Educational Institution

“Kindergarten of a general developmental type No. 4“ Sunny ”

City District but Svetly Saratov Region

Consultation for teachers:

“ Teaching etiquette in different age groups ” nine0005

Prepared by

teacher of the first category

Chernyavskaya N.A.

Svetly

2014

A culture of behavior helps a person communicate with others, gives him emotional well-being, comfortable well-being and successful life. Primary ideas about the norms of behavior accepted in society, the child receives in the family and kindergarten. From an early age, parents inspire him with certain moral and behavioral rules. In kindergarten, the child finds himself in a world in which the observance of behavioral rules is necessary for the comfortable coexistence of the children’s team. The educator patiently, every minute forms the ideas of his pupils about the norms and rules of behavior, thereby influencing the relationship of the preschooler with parents and other adults, with peers, acquaintances and strangers, helping him navigate social life and develop positive communication, preparing him for future independent life. “Education is a great thing: it decides the fate of a person,” wrote V. G. Belinsky. Parents and educators are obliged to help a small person in learning the basics of human relationships, in acquiring behavioral guidelines, without which one cannot feel free and confident in society. nine0005

A preschool child knows a lot from the stories of parents and conversations with them, as well as from their own observations of the world around them. The educator must expand and correct this knowledge, bring it into the system accepted in society. The mechanism of formation in a preschool institution of a culture of behavior among children:

• self-education of the teacher + personal example of an adult;
• children’s positive attitude + ethical conversations with pupils;
• the use of regime moments in the life of a kindergarten; nine0140
• creating educational situations;
• moral and etiquette games;
• special classes in etiquette;
• participation of parents in the education of a culture of behavior in a child;

All this should make the child want to act in accordance with the rules of etiquette.

This is how an adult, a teacher and a parent, has a positive impact on a child.

Since the importance of the moral aspect is high in etiquette behavior, pupils should constantly pay attention to what and why is good or bad. The correct tone of communication with the child, of course, will be calm, trusting, respectful. Mutual understanding, friendliness and trust create the most suitable conditions for the formation of etiquette behavior. Even addressing a child by name is of great educational importance, it gives a guide to the nature of communication. In some situations, we address the child affectionately (Sashenka, Lenochka), in others – strictly and seriously, like an adult (Alexander, Elena), in the third – simply and confidentially (Sasha, Lena). We observed the work of one teacher. She called the children by their first names. Constantly heard: Tanya, Petya, Svetochka, Zhenya, Katyusha, George. Why did the teacher treat the children differently? Was this not the result of a special attitude towards some pupils? How did the children feel about the difference in how they were addressed? The questions that have arisen make us think about the manner in which the teacher communicates with children. nine0005

A child who rejoices in communication with a caregiver always looks forward to meeting him. How much information you get by watching the children when they go to kindergarten in the morning! The same child hurries to one teacher, hurries to meet him, but does not want to go to another and breaks out of his mother’s hands, cries, comes up with reasons why he should not go to kindergarten. This situation is a signal for the teacher to think about his own manners of behavior and communication with children, about his ability to positively influence his pupils. nine0005

The necessary mood for etiquette behavior is also created by the order established in the group, worked out by the joint efforts of the educator and children. The basic rules of this order can be formulated as follows:

show each of us friendly participation and patience;

we empathize and strive to help each other;

we welcome each of our comrades;

do not refuse to participate in games and exercises;

we are not ashamed of our ignorance and inability, since we have come together to learn and learn; nine0005

we are not afraid to make mistakes ourselves and do not laugh at the mistakes of others.

All these rules can be combined into such an important state of human coexistence as love: love for the people who surround us, and for people in general, love for animals and plants, and for nature in general, love for the world, and therefore for life . To teach a child to show love is one of the most important purposes of teaching the rules of etiquette.

This training consists of two stages, the presence of which is explained by the psycho-age characteristics of the preschooler. nine0005

At the first stage, at the early preschool age, the educator gives the children primary ideas about behavioral rules. He informs them about how to act in situations in which they constantly find themselves, namely: to say hello when they meet, say the words “thank you” and “please”, call the guys by name, wash their face and hands, be neat, not litter, etc. For a preschooler of this age, the word of the educator is enough, backed up by the children’s trusting attitude towards him, the moral attitudes formed in the family circle, the perception of the world as a clear manifestation of “good” and “bad” and, of course, an example of the behavior of the educator himself and others adults. The connection between the words of the educator and the behavior of adults creates in the younger preschooler confidence in the strength and correctness of the world around him. Younger preschoolers sincerely recognize the need to follow the rules of behavior, but in difficult situations they can deviate from these rules, which indicates mistakes made in education. They are not able to see the connection between human behavior and the attitude of the people around him, their mood and attitude to communication. They do not have access to the analysis of their own behavior and a critical attitude towards themselves. nine0005

At the older preschool age, behavior standards are mastered, which gives the child the opportunity to analyze behavior in accordance with social patterns. Children evaluate themselves in comparison to other people.

Teaching the rules of etiquette is carried out according to a peculiar cycle, which includes four stages:

knowledge of the etiquette rule;

awareness of its reasonableness and necessity;

ability to apply it practically;

emotional experience from its implementation. nine0005

The first stage, introducing the rule of behavior into the life of a preschooler, is basic, but knowledge of the rule does not always ensure its implementation. In order to eliminate this gap, the rule of etiquette must be made emotionally attractive and personally significant for the child. The following stages contribute to the introduction of the rule into the consciousness as necessary for the establishment of benevolent relations between people.

Having passed the cycle of learning the rule, the child returns to it again, but at a higher level of assimilation. For example, he masters its wider application, establishes links between compliance with the rule and the attitude of people around him personally, expands his0005

dictionary with new label designs. It is important that the child, having become acquainted with this or that behavioral requirement, knows which act is considered good, which is not and why, so that he knows how and wants to follow the behavioral rule, feels and experiences its moral and aesthetic basis. When a rule acquires a motivating force for a child, then it becomes for him a means of mastering his behavior, and action according to the rule becomes a free action of the child. The preschooler is now not only subject to the control of an adult, but he himself controls first the actions of his comrades, and then his own, correlating them with the rule. nine0005

The educator constantly forms etiquette behavior in children, i.e. correct, moral, aesthetic, using various organizational forms for this: classes, games, conversations, regime moments in real life and in specially created situations. For example, the children sat down to watch a video, but one of the girls did not have enough chair. What will she and the other guys do? Such a real situation should not be left without the attention of the educator. He can create such a situation himself. The educational situation created by the teacher will force the child to look for a way out of a difficult situation. nine0005

Constant reinforcement of the learned rule and a positive assessment of the child’s behavior create conditions for a conscious and emotionally positive choice of this or that action and deed.

The following conditions are necessary for the upbringing of etiquette behavior:

1. The positive attitude of the child. Friendly address by name, praise for children’s successes, victory and consolation prizes, and other teaching methods that captivate children contribute to the child’s desire to learn the rules of behavior and observe them. nine0005

2. An example of adults (first of all, parents and caregiver).

3. Communication with family. This is a necessary condition for maintaining the unity of the requirements of adults to the child and the continuity of education.

Forming a culture of behavior, the educator uses various methods. The first group of methods includes methods that help the child to perform correct behavioral actions:

1. Teaching. Children are given a pattern of behavior, such as greeting when meeting. The educator becomes an indirect model of behavior. You should not only show the child how to do it, but also then control the accuracy of the child’s implementation of the rule. The greeting technology includes: a smile at a meeting; an open look directed at the face of the person being greeted; loud and clear pronunciation of words of greeting; pronouncing words of greeting while standing. nine0005

2. Exercise. The child repeatedly repeats this or that action, for example, get up from a chair, smile, say loudly: “Good afternoon!” We make children realize the necessity and reasonableness of greetings: set a person up for a meeting and communication, create a good mood, etc. Exercises are carried out not only in etiquette classes, but also in other classes, in a game situation, in sensitive moments.

3. Educational (provocative) situations. The educator creates conditions in which the child is faced with a choice, for example, to say hello to a visitor who has entered the group, or to continue the business that he is currently doing. nine0005

The second group of methods includes methods that activate the child’s positive actions or warn him against negative actions:

1. An example to follow. Children need visual images of positive behavior, which can be not only the teacher and parents, but also other people, adults and children, as well as literary and fairy-tale characters.

2. Encouragement. This method of influence activates preschoolers to learn, to choose the right behavioral step. But it requires reasonable application. Only that which is truly worthy of encouragement is encouraged. It is necessary to find a positive beginning in the behavior of the child. nine0005

3. Punishment. It should be used as sparingly as possible, and one that leads to physical or mental suffering, demonstrates disrespect for the personality of the child, is never allowed. Condemnation by the educator and other children of the negative act of the child should be aimed at creating in him, as well as in other children, a desire to do well.

The third group of methods is verbal.

1. Story. By telling children a real or fairy-tale story, we create in them an emotional perception of behavioral rules. You can tell funny and sad stories, funny and sad tales, in which the characters act beautifully and correctly, thanks to which they establish friendly relations and achieve success, or commit wrong actions, violating etiquette, which is why they experience life difficulties. Using a literary work, it is necessary to name its author – thus we educate in children a respectful attitude towards the author’s creativity. The story invented by the educator must meet the following requirements: firstly, it must be original, deep in content, reliable and artistic, and secondly, the teacher’s speech must be correct, beautiful, emotionally and stylistically rich, since this enhances the impact on the child, in Thirdly, the story must have a positive ending: the clumsy learned, the dunno learned, the quarreling friends reconciled. nine0005

2. Explanation. Children’s experience is still small, and children are not always able to draw the correct conclusion from the proposed or created situation, to choose a reasonable behavioral action. Therefore, they need not only to show and tell, but also to explain how to act and why in this way and not otherwise.

3. Conversation. During the conversation, we give the children the necessary knowledge. We just need to remember that for a preschooler, conversation cannot be the only and first way to learn the rules of behavior. Most importantly, the conversation helps to find out whether the children know and understand the norms and rules of behavior. It is more reasonable to conduct it with a small group of 5-8 people, giving each child the opportunity to speak. It should also be taken into account that children do not always answer sincerely, understanding what kind of answer the teacher expects from them, and wanting to receive praise from him. Knowledge of children’s ability to conduct a conversation, their views, beliefs and habits will help the teacher to build it correctly. nine0005

Teaching children the rules of etiquette should be carried out systematically and thoughtfully, as it affects the upbringing of the child’s soul, the development of his own tactics of behavior, which can be successful or, conversely, bring failure.

Teaching preschoolers the rules of etiquette, we not only form a culture of behavior in them, but also solve the main tasks of developing the speech of a preschooler, namely: we bring up the sound culture of speech, conduct vocabulary work, form the grammatical structure of speech, its coherence when building a detailed story. nine0005

Guidelines in teaching preschoolers the rules of etiquette

When teaching preschoolers the rules of etiquette, one should be guided by the main provisions of the programs for raising children in a preschool institution, as well as scientific and methodological work on educating a culture of behavior in children.

Since a thorough and detailed analysis of the activities of the educator in educating children in a culture of behavior in different age groups was given by SV Peterina, we will dwell on this only briefly. nine0005

In the junior and middle groups, the teacher prepares the teaching of etiquette for children. It teaches younger preschoolers to joint play and work activities in a children’s team. He introduces the simplest self-service labor activities into their lives, cultivates cultural and hygienic skills, making children neat and tidy in appearance and at home, and develops the skills of a food culture. Carries out work on the formation of polite communication and behavior skills in children, which are manifested both in a preschool institution and beyond. nine0005

In the middle group, the educator pays great attention to the formation in children of respect for adults both close and distant, the culture of communication with them, the development of respect for toys, books, objects, teaching aids. It develops in children the ability to feel the condition of other people, empathize with them, realize the need for polite behavior. Attention should be paid to the use of forms of polite address by children: it is necessary that these forms are not carried out formally, but are based on the needs of the child. A 4-5 year old preschooler is able to realize his negative actions, that he offended a friend, upset his mother, brought trouble to loved ones. It is possible to involve children in observing the actions of comrades, instilling a negative attitude towards misconduct and a positive attitude towards actions that children of the fifth year of life call “good” and “beautiful”. There is an active pedagogical work that encourages children to display such moral qualities as benevolence, responsiveness, readiness to help a friend. The expansion of the labor activity of preschoolers, for example, the introduction of duty in a group, is based on the formation of their responsibility for the assigned work, the desire to0005

to the consistency of actions, the desire to do one’s job as best as possible in order to perform an act that is pleasing to comrades, educator, parents. Dining room duty helps to develop table setting skills.

In the senior and preparatory groups, pedagogical work on educating children in a culture of behavior is carried out on the basis of teaching them the rules of etiquette.

In the older group, friendly relations are formed, the habit of playing together and amicably is developed, obeying common interests, adult requirements and established rules of behavior. nine0005

In the preparatory group, there is a deepening and expansion of behavioral knowledge acquired by children earlier. Deepening occurs along the line of educating moral feelings in relation to people, their activities, views and interests. Since a six-year-old child manifests moral feelings quite strongly and is associated with an assessment of both his own and other people’s actions, it is necessary to teach them to generalize, to show them the relationship between a moral attitude, an etiquette rule and practical action. nine0005

For a better orientation in what should be strived for in educating a preschool child a culture of behavior in which his moral potential is manifested, and above all love for people from close and distant surroundings, for the world and life in general, a teacher and a parent can be guided by the following basic principles.

A child of senior preschool age knows that people have created etiquette – a procedure that helps maintain good, kind relationships with each other. nine0005

The child has a culture of appearance. He strives to always look neat, and knows that for this it is necessary to maintain personal hygiene (shower daily, brush his teeth with his toothbrush in the morning and evening, rinse his mouth after meals, keep his hair clean and tidy, and never use someone else’s brush, wash your hands when they are dirty, before eating, after walking, after using the toilet, wipe your hands with a moisturizer so that they are not dry and rough, cut your nails once a week, wash your feet, ears and neck every day), monitor cleanliness and neatness of their clothes and shoes. nine0005

A child of senior preschool age knows the basic requirements for the selection of clothing and footwear, knows how to comply with them. Knows how to keep clothes and shoes clean and tidy. Knows the rules for choosing a suit and shoes (for the season, daily and festive suits, for staying outdoors and indoors, etc.). Strives to observe the following rule of etiquette: to look beautiful means to respect the people who are nearby.

He also strives to maintain order in his own house, in the children’s room, in the toy corner and on the bookshelf, realizing that toys, books, objects and things make the house cozy and such a house helps a person to be self-confident and happy. nine0005

A child of senior preschool age knows and follows the rules of speech etiquette. Refers to children by name, to adults by name and patronymic, thereby observing an important rule of etiquette that helps to establish good relations with others.

Knows the words of greeting and parting (hello, good morning, good afternoon, good evening, hello, goodbye, see you soon, all the best), knows how to use them in accordance with the situation. Knows and observes the sequence of greetings and farewells: the younger ones greet the elders first, men – women, boys – girls, in the same conditions – the one who is more polite; a cultured person will always respond to another person’s greeting. He knows how to introduce people to each other, observing the following rules of etiquette: they introduce their friends to their parents, grandparents, friends of their brothers and sisters, a boy’s girl; when meeting, they clearly state names and surnames. nine0005

Able to conduct a conversation, patiently listening to the interlocutor and not interrupting him, answering the question calmly, without shouting; says compliments to comrades and close people – kind words that reveal certain virtues of a person; addresses people with a request, avoiding an orderly and demanding tone; always thanks for the help and service.

The child knows and observes the basic rules of telephone conversation etiquette: speak politely and do not shout; if you call first, start a conversation with greetings, be sure to introduce yourself, that is, name yourself; try to talk for a short time; never call early in the morning and late in the evening; not long (5-7 beeps) to wait for an answer to a telephone call; the first to end a telephone conversation is the eldest, the girl in a conversation with the boy, in equal conditions – the one who called. The child understands that these rules contribute to the creation of friendly relations with friends, acquaintances and strangers. nine0005

The child knows and follows the rules of behavior in public places, understanding that this contributes to creating a good mood in people and maintaining their health. A polite person everywhere and always tries to behave in such a way as not to create trouble for others and himself: not to push or hit a passerby, not to say an offensive word to a stranger, to help someone who needs help. Knows how to apologize for a misstep, such as “Sorry, I accidentally hurt you.” Knows and strives to comply with the basic rules of behavior in public places: do not shout and do not talk loudly; do not litter and do not leave dirt behind; it is customary to walk on the right side of the sidewalk, path, path, while oncoming pedestrians walk on the left; passers-by should be bypassed on the left, that is, in the middle of the sidewalk, while saying the words: “Please allow me to pass.” nine0005

Knows that a man who observes the rules of etiquette always helps his companion: carries a heavy bag, supports his companion if it is difficult for her to walk, helps her to cross obstacles, protects her from trouble, walks to the left of the woman, supporting her with his right hand. But if a danger may arise to the right of her, for example, a road along which cars are racing, then the man does not go to the left, but to the right of the companion. Always on the left is the one who cares, on the right is the one who is being looked after. If there are three of them, then in the middle is the one who is looked after in the first place. The boy strives to behave like a man, that is, to go to the left of his companion and help her; the girl fulfills the rules that are prescribed for the woman, namely: to accept the boy’s help and thank him for his help and attention. The younger one gives way to the older one, the man to the woman, the boy to the girl, in equal conditions – the one who is more polite. nine0005

A child of senior preschool age is familiar with the rules of conduct in public transport, in a shop, in a cafe, in a theater and cinema, in a museum and at an exhibition.

In public transport: upon entering, passengers do not stop at the door, go into the passenger compartment so as not to interfere with other passengers entering. A polite person will always help other people and let an elderly person, a disabled person, a woman with a baby in her arms ahead of him; be sure to give way to those who find it difficult to stand, while you need to get up, look, smiling, in the face of the person they want to offer a seat to, and say: “Sit down, please”; you should thank the one who gave way, the word “thank you.” Refusing the proposed place, you also need to say words of gratitude. Sitting in transport, they do not spread their elbows and knees, do not fall apart on the seat, do not put their legs into the aisle and do not stand on the seat with their feet. On the subway escalator, stand calmly on the right side, allowing other people to pass on the left side. On the stairs in the house, the boy always goes one step below his companion: up – behind her, down – in front. nine0005

In the store: you should look good, be polite and considerate to people around you; at the door of the store, you must let those who leave it go through, and then enter; skip ahead an elderly person, a disabled person, a woman with a small child; it is necessary to talk with the seller so loudly and clearly that he can hear the buyer well; it is not customary to shout, talk loudly and run around the store; they buy goods without a queue only in case of emergency and with the permission of other buyers, while thanking people for skipping ahead; mother needs to be helped – stand in line, carry the bag, do not interfere with her choice of goods; in a large supermarket, it is customary to greet only a familiar seller, in a small store that employs one or two sellers, it is customary to greet them. The child understands that politeness and kind words “thank you”, “please”, “be kind”, “allow me” make people pleasant buyers. nine0005

In a cafe: clean up in the toilet room; dad or mom goes first to the cafe hall, they choose a table; the best place at the table belongs to a woman and a girl; you need to eat beautifully, take care of the participants in the feast, especially women and girls, smile at each other and compliment; you can’t turn around in a chair, dangle your legs, talk loudly and with a full mouth, leave dirt and debris on the table, keep your hands on the table and spread your elbows wide, put your bag on the table top, watch what and how other visitors eat; leaving the table, it is necessary to move the chair to the table; cafe employees (waiter, cloakroom attendant, etc.) must say words of greeting, gratitude and goodbye. A person who observes the rules of etiquette in a cafe, thereby shows that he respects those with whom he came, as well as other visitors and employees of the cafe.