Early Learning, Supportive Care 20, 30

(a)	Identify situations that cause behavioural challenges (e.g., overstimulation, break in routine, noise, waiting time, frustration, stress) and proposed possible solutions.
(b)	Compare the efficacy of verbal and non-verbal guidance strategies (e.g., proximity, distraction, redirection).
(c)	Differentiate between direct guidance (i.e., verbal and non-verbal actions) and indirect guidance (i.e., outside factors that influence behaviour such as the physical environment or routine).
(d)	Demonstrate effective use of praise and encouragement.
(e)	Discuss ways to use common child guidance approaches in culturally appropriate ways (e.g., do not expect eye contact form children for whom it is not culturally appropriate).
(f)	Explore how to use natural consequences and logical consequences to guide behaviour.
(g)	Explain how to offer appropriate choices.
(h)	Investigate strategies to assist children with regulating their emotions (e.g., naming feelings, showing empathy).
(i)	Explore time-ins and their alternatives (e.g., special time).
(j)	Explain the value of following through and being consistent.
(k)	Investigate child guidance strategies based on age groupings (i.e., infants, toddlers, preschoolers, school-aged children).