4 MUST-KNOW TIPS FOR SETTING LIMITS AND RULES

goal

  • In order for the child to follow the rules and understand the limits, he must develop self-control.
  • Simple activities and strategy that can make a difference in the child’s life.

#Tip 1: Be Clear

Explain what the child should do, when, how, and why. Never fail to elucidate the consequences of non-compliance, but be brief with younger children. By age 3, the child is still not able to understand very long instructions.

” Or “Give it to me now, if I do not twist your neck!” Will only trigger negative emotions in the child and will not tell you about the consequences of not complying with that rule. Another situation we must avoid is to give commands or directions with a lack of clarity (without exemplifying what we expect), for example, “set the table!” This command alone is not enough for the child to understand the step-by-step of what we want , that is, that she should push the chairs to wait under the table, put the papers in a pile, arrange the pencils and pens inside the case, etc.

Example: 

“After you play, you should put the toys together, put them inside the box, and put them in that closet, okay? With each one doing his part we can finish everything much faster and we can make better use of the day! “The illustration below can be fixed in class at that time.

 

Source: Gazeta online

#Tip 2: Be Coherent

To put rules do not use exaggerated or false explanations.

Similarly, asking her to shut up and eat her lunch in two minutes is not in keeping with reality.

#Tip 3: Be Consistent

Keep combos to the end, except in unforeseen situations where there is a need for negotiation or rule changes. Children and teachers should follow the mix. The rule can not depend on the mood or will of the adult, nor can it be no longer required by “grief.”

“… [the rules] should not depend on your state of mind, that is, if you are in a good mood, you let go, and if you are in a bad mood … you apply the rules and consequences even more harshly . A “no” can not become a “yes” after much insistence (…)”.

Werber, L., 2014.

#Head 4: Monitor

Supervise compliance with the rules until they have already been automated by the child.

Important notes:

  • When it comes to explaining what the child should or should not do, instead of just making predictions like “you’re going to fall” or “you can get hurt and hurt someone” say the rule: “the ladder is wet, go down slowly, hold the railing so it does not slip, “do not walk with the open scissors in your hand like that, so you do not get hurt.”
  • In the rule should specify well what the child should do. Better to say, “Greet your little friend” than “Be nice”.
  • Probably the rules will need to be repeated a few times until all children learn. An alternative to repetition is to question the child why he can not do it, such as “what can happen if you run on the wet floor?”
  • The rules must respect the age-related limitations of the child.
  • Until 4 years of age , children think the world in a concrete way, so using sentences with double meaning, irony, sarcasm or very vague meaning does not help.
  • Up to 5 years of age , they are still unable to stay in the same activity for a long time, so in expository classes, seek to create short or dynamic tasks that change the child’s focus from time to time (eg, every 10-20 minutes). This helps them stay alert longer.
  • Be very careful what you promise, because unfulfilled consequences make you lose credit.
  • Do not impose a rule without being sure that you will be consistent in applying it. Usually children try to test the consistency of situations they do not want to meet. Be patient and persistent.
  • Create rules with the group and select the most relevant ones to make posters painted by the children themselves and fix it in the room in an illustrative way.