Positive child guidance describes the support provided in terms of social and emotional growth for the child (Gartrell & Gallo, 2015). It is a process of guiding children to develop healthy self-esteem, respect for themselves and others and skills to manage an array of potential stressors (Marion & Koralek, 2013). Miller (2004) suggests that positive child guidance should focus on the growth of naturally unfolding motivation for self-control and pro-social behaviours, which are necessary for effective living. Knowledge of positive guidance skills is very important for teachers, as early childhood programs provide a child opportunities to absorb democratic life skills, and to grow as adults who are self-directed, productive citizens capable of managing their behaviours (Miller, 2004). In this paper, the focus is on teachers’ perceptions of positive child guidance and the theories that guide the values and beliefs of child guidance.