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Helping Children Learn to Follow Rules
| Content Provider | Semantic Scholar |
|---|---|
| Author | Learning, Delmar |
| Copyright Year | 2004 |
| Abstract | Early Childhood CenterIndiana Institute on Disability and Community 2853 E. 10 Street, Bloomington, IN 47408 (812)855-6508 www.iidc.indiana.edu/ecc A child’s ability to follow directions, including rules, is critical to cognitive growth. Consideration of the physical, emotional, social, and cognitive aspects of self‐control of children to follow directions and rules is critical when developing expectations. When a child’s compliance is coerced, it undermines the development of inner control. Provide clear rules. A child’s response to classroom rules is affected both by nature, their personality, and nurture, their experiences. Understanding a child’s temperament and past expectations for following rules can help the teacher know who may need more gentle reminders to successfully follow classroom rules. Some general guidelines for increasing a child’s potential for following classroom rules are: • Make sure you have the child’s attention when the rule is stated or reiterated; • Use as little verbalization as possible, uncomplicated, simple phrases or single words are best; • Present rules in different ways (for example using pictures, using words, or using materials they can touch), and in the child’s home language; |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://www.iidc.indiana.edu/styles/iidc/defiles/ECC/tip-followrules.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
