| A | B |
|---|
| guidance | direct and indirect actions used by an adult to help children develop socially acceptable behavior. |
| prosocial behaviors | acts of kindness that benefit others such as helping, sharing and cooperating. |
| nonverbal behaviors | communications through actions and facial expressions rather than words. |
| indirect guidance | outside factors influencing behavior, such as the layout of the center. |
| direct guidance | physical and verbal actions, such as facial and body gestures, that influences behavior. |
| verbal environment | all the communication that occurs within a setting, inclduing verbal and nonverbal communication. |
| positive reinforcement | molding children's behavior by rewarding positive behavior. |
| consequence | a result that follows an action or behavior. |
| natural consequences | experiences that follow naturally as a result of a behavior. |
| logical consequences | consequence deliberately set up by an adult to show what will happen if a limit is not followed. |
| time-out | a guidance technique used when a child's behavior cannot be ignored. it involves excusing the child from interacting with others so he or she can calm down and gain self control. |
| I-messages | a verbal statement that explains the effect of a child's behavior on others without placing blame. |
| prompting | making a verbal or nonverbal suggestion that requires a response; used either to stop an unacceptable action or start an acceptable one. |
| redirecting | diverting or returning a child's attention in a different direction. |
| modeling | verbal and nonverbal ation by one person, setting an example for others. Showing the children the appropriate behavior to use during the socio-dramatic play. |
| active listening | listening to what is said, then repeating it. |
