Presenting Rules to Young Children at School

Abstract

This paper reviews the theoretical and very limited research basis for common ‘practitioner advice’ given to early childhood teachers on the phrasing and presentation of rules. Displayed rule lists are the norm in classrooms and examples are given. Student participation in rule construction is difficult but possible for young children. Typical classrooms have more rules than the optimal four or five. Phrasing for generalisation is difficult to present, but assisted by key words. Omitting pronouns and modal verbs assists brevity and comprehension by young children. Positive phrasing may be unrealistic for very young children, who may need behaviourally specific prohibitions. Difficulties with pragmatic comprehension of abstract concepts are often overlooked. Picture support and possibly signing support for rules is likely to assist rule presentation for young children.