Lesson 1.

4: Values as a Basis for Guidance

Lesson Summary

This lesson will discuss the interwoven relationship between guidance

and values. Moreover, it will elaborate on social, educational, and resource
decisions highly influenced by the latter.

Learning Outcome

At the end of this unit, students will be able to:

1. Explain why values serve as the base of adults’ decisions.
2. Discuss the three kinds of decisions that are influenced by
values.

Motivation Question

Why are values and guidance intertwined?

Discussion

Values and Guidance

In Lesson 1, we defined guidance as "everything adults deliberately do and say,
either directly or indirectly, to influence children's behavior, to help the children
become well-adjusted, self-directed, productive adults." For example, we may
hope that children grow up to become caring, compassionate adults,
considering others' feelings.
However, how do we decide that caring, compassion, and consideration for
others' feelings are part of being a "well-adjusted, self-directed, productive
adult"? Who determines the expectations of society? For that matter, in a
pluralistic society, which group's expectations should be the norm by which
individuals are judged? Answers to these complex questions require an
understanding of the concept of values and the tightly interwoven relationship
between values and culture.
Values --- Basis of Decisions
Values are at the base of adults’ decisions regarding what to do with children.
(See Figure 6). Values are the “oughts” or “shoulds" that guide our actions. That
a child "ought" to obey adults or teachers "should" treat all children equally.
Families "ought" to participate in school activities. Society "should" provide
safety nets for any family that is unable to earn a living wage. Children “should”
be protected from images of war and violence on television or in video games.
 Figure 6. The guidance pyramid: Values

Where do values come from in your scheme of things? You have been
acquiring them all your life, from your family, your friends, and your community,
including your schooling. Values get firmly set early in life and are difficult to
change. They relate to family, religion, economics, politics, work, play, health,
freedom, individuality, order, and beauty. What are the "oughts” or “shoulds”
related to each of these concepts that immediately come to your mind?

Professionals in every field are decision-makers. They base decisions on

specialized knowledge as well as on their personal and professional values.
Early childhood professionals' knowledge base includes what they have
learned about child and family development and early education through
education and experience.
 1. Social Decisions

The decisions that make up the significant portion of your guidance are
called social decisions. In social decisions, the alternatives are often not clear
cut. You do the best you can for the moment, knowing that your decision might
never be entirely satisfactory for everyone. There may be conflict in values or
goals. Take the following example: A child wants to stay inside to finish a
painting. The other children are ready to go outside, and no adult can stay
indoors with the child. The teacher and the child both value completing work
that has been started. Also, both value outdoor play. The teacher decides to
take all children outdoors, then tells the child to leave the work out to finish
when the teacher and children return indoors.

2. Educational Decisions

Educational decisions are technical decisions related to the choice of

curriculum, goals, and content. They also include a choice of teaching
technique and choice of educational resources for achieving goals.
Educational decisions should be based on knowledge, research, and
experience regarding the children's ages and developmental characteristics.
They must also be based upon the goals families have for their children and
the expectations that society holds for its citizens. Early childhood
professionals' job is to help find common ground between expectations and
what they know about child development.

Figure 7. These children are setting up a vegetable garden. What values are conveyed when
adults help children care for plants and grow the food that they eat?

3. Resource Decisions

Administrators and staff of child development programs continuously

make resource decisions when allocating the means for achieving goals.
Should we allocate the entire year's equipment budget to purchase a sizeable
fixed climbing structure on the playground, or should we look for inexpensive
ways to provide more varied, nature-oriented experiences outdoors?
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In making decisions or choices, the decision-maker must have enough information to recognize
the alternatives. There is no opportunity for choice unless there are at least two alternatives. The
consequences of classroom decisions will last a long time.

Figure 8. Is it wasteful of material resources for children to experiment with squeezing out more glue than adults
might think they need? What might human resources (such as ingenuity, persistence, initiative, curiosity) be fostered by
allowing such experimentation?

Learning Tasks/Activities

* Talk It Over*

1. What were the rules for sharing in your family? Were you expected to let brothers or sisters
play with your toys? What about neighborhood children? What did your parents tell you you
“ought” to do? What does this advice indicate about what your parents value? How did your
parents teach you the rules? Compare your answers to these questions with your classmates’
answers.

Assessment

1. Values are at the base of adults’ decisions regarding what to do with children. Explain why.
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2. Explain in your own words your understanding of the three kinds of decisions that are
influenced by values.
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a. Social decisions
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b. Educational decisions
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c. Resource decisions
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