CDT4054 Positive Child Guidance In Early Childhood Education (Assignment 1)

 Subject Name:

Positive Child Guidance in Early Childhood Education

 

Subject Code:

CDT4054

 

Title of Assignment:

Educational Blog: (Please put the title of blog here)

 

 

Name of Lecturer:

Ms. Nurul Afifah Zainul Azhar

 

List of Group Members:  

NUR AMYLIA MAISARAH BINTI ABDULLAH (SCPG2400115)

SAMIKSSHA A/P SHANKERLAL (SCPG2400175)

KHISSHALINI A/P RAMAN (SCPG2300083)

Introduction: 

Main content (Influence & Characteristics): 

Strategies &Conclusion: (amy)

Strategies: 

The Physical Space: 

* Create "Zones": Use rugs and/or shelves to section areas for reading, building, and/or artwork to eliminate wandering around.

* Reduce Clutter: An abundance of toys causes overstimulation, and rotating toys on a weekly basis helps maintain high interest levels and low stress.

* Lower the Volume: Use soft lighting and natural colors to help keep the "energy" of the room grounded.

For example:

 

Routine & Transitions

* Visual Cues: A picture schedule can provide a visual sense of a child’s day, allowing them to feel in control of their activities.

* "Warning" System: Provide a 5-minute and 2-minute warning before activity changes to minimize the occurrence of "meltdowns" during transitions.

* Transition Games: Make the transition from the rug to the table a game, such as "Hop on the floor like a frog."

For example: 

Interaction & Connection

* Positive Phrasing: Instead of instructing them on what not to do, teach them what to do. (For example: Instead of saying "stop hitting," say "use gentle hands.")

* The 5:1 Rule: Make sure you provide five positive feedback for each piece of correction.

* Kneel Down: Position yourself on the child’s eye level while talking to him/her; it is not intimidating and creates an instant feeling of security.

For example: 

Emotional Support

Feeling identification: Give a name to it. They will be building a "feeling vocabulary" if you are correctly labeling what they feel, like "You look disappointed that it is time to go inside".

* The Calm-Down Corner: Allow for a safe, soft space with fidget items and books where children can go to "reset," not as a punishment.

* Offer Choices: Simply providing them with "this or that" options will help them feel more autonomous, which may make them like the food better. Example: "Do you want the blue cup or the red cup? 

For example:

 

Physical Well-being

* Movement Breaks: If the energy is getting out of control, we should take a 1-minute “wiggle break” to contain the excess energy.

* Heavy Work: Provide activities that involve heavy work, such as carrying a basket of blocks or opening a heavy door.

For example:

Conclusion: (amy) 

In conclusion, the early childhood environment is so much more than a backdrop to children's play; it is a "third teacher" that dictates fundamentally how children will interact, learn, and regulate their emotions. By intentionally constructing high-quality space-one that honors both physical layout and emotional security-educators and caregivers foster positive social development while preventing challenging behaviors. The evidence is clear: when we link our roles as facilitators to practical, evidence-based strategies, such as constructing predictable routines and sensory-friendly zones, we empower children to flourish. As you go forward, remember that even the tiniest thoughtful adjustment you make in your classroom or home environment can create a monumental shift for one child's well-being. Take a moment today to see your space through a child's eyes, select one area for enhancement, and begin to craft an environment where every child feels capable, understood, and inspired to grow.

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