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Updated April 1, 2017

Module 8: Interactions and Guidance

Causes of Disconnection

Page 11

Outcome C: The student will recognize off-track behavior and commit to limit setting that supports self-management.

The learning outcomes for this section address topics from the following WACs:
Minimum Licensing Requirements for Child Care Centers
170-295-2030 How should staff interact with children?
170-295-2040 What behavior management and guidance practices must I have in place?
Licensed Family Home Child Care Standards
170-296A-6050 Guidance and discipline.
170-296A-6075 Positive options for discipline.
170-296A-6175 Using alternate methods before using physical restraint.
Scroll down to proceed with the coursework.
Children like to be cooperative, helpful, generous, kind, competent, fair, loving and good friends. When they feel connected to others, this is how they function. They reach out in friendship, share easily, and solve problems. This is what we observe as a child whose executive function is working well. ​
From the handout it is obvious that the things that cause disconnection are stressful to children. When children feel stressed they can feel hurt, confused, alone, afraid, embarrassed, guilty, sad, and so on. When feeling these ways, their thinking is less flexible and clear.  In turn, when they cannot think well, the feelings of hurt, isolation and confusion get intensified. It is no wonder that behavior goes off-track! 

​Children can become hurtful, unsafe, manipulative, withdrawn, uncooperative, or easily upset when this happens.  Their ability to understand explanations, logical consequences, and reasoning also gets sidetracked by their feelings of hurt. It is as if they just do not know what to do, cannot manage their behavior, and begin to act in unworkable ways.  They need help to restore their sense of connection and with it, their thinking and reasoning abilities. ​  

    Causes of Disconnection * Module 8 Page 11 (4/7)