There are four main theories that apply when it comes to child guidance: Vygotsky''s Theory of scaffolding, Rogerian Theory which uses "I" messages, Adlerian Theory which spots mistaken goals and helps children attain them, and Albert Bandura''s Social Learning Theory.
Ellie, almost 7 years old, left the bathroom again without washing her hands, thus not adhering to an important classroom health limit.
Use positive strategies from all four theories in this chapter to deal with the discipline encounter.
1. Vygotsky''s theory: Use scaffolding to help Ellie construct a healthier approach to dealing with limits. Ms. Woerner: Ellie, I noticed that you chose not to wash your hands after using the restroom just now.
Well I''m wondering, would you want to shake Joe''s hand if you knew he''d used the restroom and also chose not to wash his hands?
Ellie: Well, I guess it''s gross for other kids if I don''t wash my hands.
Ms. Woerner: Well remember, Ellie, it''s really your choice.
2. Rogerian theory: Decide who owns the problem-you or Ellie. Then, based who owns the problem, choose either active listening or an I-message to help Ellie.
3. Adlerian theory: Identify Ellie''s mistaken goal: attention, power, revenge, incompetence. Then state how an Adlerian would deal with this discipline encounter, giving Ellie a good chance of constructing a different idea of how to fit into the group.
An Adlerian would acknowledge that Ellie is looking to fight in order to gain a sense of control. Acknowledging that Ellie''s actions are ultimately her own choice is important in empowering her to make the right decisions.
4. Social Learning theory: Ellie does wash her hands. "Ellie, I noticed that you were the first to remember washing your hands after coming inside today.