| A | B |
|---|
| guidance | Actions used by an adult to help children develop socially acceptable behavior. |
| prosocial behaviors | Acts of kindness that benefit others. |
| nonverbal behavior | Consists of actions 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 influence behavior. |
| verbal environment | All the communication that occurs within the setting. |
| positive reinforcement | Molding children's behavior by rewarding positive behavior. |
| consequence | A result that follows an action or behavior. |
| natural consequences | Those experiences that follow naturally as a result of a behavior. |
| logical consequences | Consequence deliberately set up by an adultto show what will happen if a limit is not followed. |
| time-out | A guidance technique that involves moving a child away from others. |
| I-message | Tells the child how you feel about his or her behavior in a respectful manner. |
| 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 turning a child's attention in a different direction. |
| modeling | Setting an example for children through all your actions and words. |
| active listening | Listening to what a child is saying and then repeating what was just said. |
| overstimulation | Feeling of overexcitement that may result from having too many activities planned. |
| frustration | Feeling of defeat or discouragment children may have if forced into activities they are not prepared to do. |
| stress | The body's reaction to physical or emotional factors. |
| tension | Often is the cause of disruptive behavior. |
| onlooker | Child who watches other children, but does not get involved. |
