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Professional Development in Early
Childhood Education


Description of the Discipline Behavioral Training
Program (DBTP)

The Discipline Behavioral Training Program (DBTP) for early childhood education has been designed for individuals working with all children from birth through age eight.

This bilingual professional development training program includes children with developmental delays and disabilities; children with behavioral problems; children whose families are culturally and linguistically diverse; children from diverse socio-economic groups.  It also recognizes that all children have individual learning styles, strengths, and needs.

The goal of this professional development program is to improve the knowledge, skills, behaviors, attitudes and values for the early childhood workforce; so that they can help the child develop the cognitive abilities to learn discipline and self-control.

This workforce includes center-and school based early childhood program administrators, teaching staff, family child care providers, parents and some other members of allied professions working in early childhood programs such as nurses.

This professional development experience uses a systems approach –“comprehensive system of preparation and ongoing development and support for all early childhood education professionals working with and on behalf of young children”.

This program will give the participant a baseline assessment to obtain information on the initial level of preparation (general education, child development level of expertise and ages of children with whom the participant works).

The program will provide a strong foundation of factual knowledge on child development, discipline, behavior modification techniques, motivational strategies followed by simplified information of how the brain learns, how new information is acquired, and the transfer process that facilitates learning.

The professional development training will be initiated with face-to-face instruction in a group setting. It will utilize user friendly materials for training, references, review and self-study and will be based on concepts such as:

  • Behavior Modification Techniques.
  • The understanding of the learning processes.
  • The need to use the right and left sides of the brain.
  • Focus on using a “window of opportunity” to teach.
  • The most powerful tool of learning – Transfer.
  • Holistic approach to teaching children with special needs.

This professional training will focus on practical applications (learning by meaning to generate ideas) to facilitate the retrieval and application of the materials presented, instead of endless materials that must be memorized or accurately remembered.

In addition the program will stimulate constructivism by fostering dialogue, use creative questioning to students for understanding, encouraging participants to elaborate on their initial responses and helping them to formulate questions.

In essence this professional development is evidence based; structured  to promote linkages between research and practice and it is responsive to each learner’s background, experiences, and the current context of his/her role.

This program will teach:

  • How the child learns. (It is not enough to present materials).
  • How to teach the child to learn.
  • How meaningful learning occurs.
  • How to transfer information to use for future learning.
  • How to develop confidence to use behavior modification strategies to set clear and consistent limits.
  • How to give effective redirection, consequences and rewards.
  • How to recognize the child’s strengths and needs.
  • How to establish an alliance with children and parents.

After the Professional Development training, early childhood participants will be able to:

  • Use behavior modification techniques like a pro.
  • Motivate children based on their special needs.
  • Choose a behavioral plan appropriate to the child’s needs.
  • Learn how to monitor progress.
  • Tailor and structure an effective work plan.
  • Recognize and define the specific behaviors to be changed.
  • Provide the right intervention choosing and utilizing user friendly prepared structured strategic plans.
  • Use discipline guidelines with daily work with any child.
  • Respond appropriate to the child misbehavior using a foundation based on behavior modification.
  • Guide and redirect the child.
  • Give consequences and reward that can motivate.
  • Know how to train children to use both sides of the brain.
  • Use a holistic approach to look at all areas that affect and influence the child’s behavior (strength and needs).
  • Utilize simple and practical communication strategies to engage parents in the school activities gaining their cooperation and support so they can work more effectively.

Continuous Assessment:

A test at the end of the training program will assess the participant level of learned strategies that will foster the deep understanding and the transferable knowledge to practicum work in the classroom.

In addition the assessment tool will provide feedback information on:

  • Participant’s level of satisfaction with training, perceived acquired skills, professional needs, training style that motivates his/her participation to continue updating knowledge and skills.
  • Professional training – DBTP effectiveness.

This test must be passed with a score of 80% to receive a Certificate of Achievement to be used for accreditation – Continuing Education Units (CEUs).

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How To Teach Children Discipline

self-control4

First: Establish a routine by giving the child daily assignments that are clear, simple and easy to achieve, but not too easy, that may not be a challenge (DO NOT do the work for him).

Second: Be a good role model by showing exemplary behaviors. Teach organization by using a realistic structured plan where the child can see himself doing things and succeeding. Do not forget to take time to have fun with your child.

Third: Teach good communication by sharing with the child the reasons for the structured assignments and how important a positive attitude will be. Use simple words to give reassurance and support.

Fourth: Think of the child as a small adult that deserves respect. However when he misbehaves, he should receive consistent consequences.

Fifth: The child needs attention and praise when he behaves well. This positive feedback will increase his self-esteem as well as his self-confidence.

Sixth: Teach the assignments with kindness by using gentle words and showing patience. Consistently, guide and monitor the child assigned work maintaining your support, even if he cannot complete it.

TO SUMMARIZE:

  • Assign chores
  • Be a good role model
  • Set firm, clear and fair rules
  • Enforce consequences and give rewards
  • Be consistent
  • Support efforts to do the work, even if it is partial

If you enjoyed this article, please share it, make a comment or ask a question.  I would love to hear from you.     :-)

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Tips to Coping with Stress

Stress i

At least:

  • Eat one hot, balanced meal a day. Sleep 7-8 hours  4 days per week.
  • Exercise twice a week.
  • Keep an eye on your weight.
  • Take care of your health (incl. eyesight, hearing, teeth).
  • Keep a network of friends.
  • Have one or more friends to confide in about personal matters.
  • Speak openly about your feelings when angry or worried.
  • Have an income adequate to meet basic expenses.
  • Give and receive affection regularly.
  • Reduce your drinking and smoking.
  • Take care of your spiritual needs.
  • Do something fun once a week.
  • Manage your time effectively.

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TIP OF
THE DAY

I hear, and I forget.
I see, and I remember.
I do, and I understand.

- Chinese Proverb
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