1Reflective Practice Reflective Practice Guidance Logs Dounya Sahibzada Centennial Collage Loris Bennett April 09, 2012
2Reflective Practice Part 1- Objective ObservationDate&Time: Friday Mar. 28.2012 Time (11:45) pmChildren Names: Kaylon / Christian/Georgio(DOB) June. 04 .2007& Oct.20. 2008&Jan.26.2008Observation Setting: Outdoor/Playground On a Friday afternoon, Christian, Kaylon, Georgio were at the playground. Christian sawa red tricycle near the sand area and he quickly ran with smile on face. He used both of his handsand sat on the tricycle. He rode around the sand area and stopped in the middle of the playgroundby Kaylon who was picking a gas cylinder; he used both of his hands and held the tricycle to putgas. Georgio who was standing beside Kaylon quickly pushed Kaylon and took the gas pipe linein his right hand. Kaylon who was holding the tricycle and gas cylinder was saying “Stop, Stop”.Christian was saying “stop, I want to go... I want to go............” Immediately the observerreached and led them.Problem:Two children wanted same toy and the other child just wanted to get the tricycle and ride it. Twochildren blocked the other child‟s way. Decision The observer will apply Negotiation; it is one of the Problem-Solving terms. Negotiationhas 6 different steps; the observer will follow these steps.The observer firmly wants to go and help them to identify the problem, encourage them to talkand listen to them by using active listening, restate their ideas, help them to decide the best
3Reflective Practicesolution which suits all, help them to put the solution in action, and at last highlight the problemwhen they solve it (Class Note, Week 3, p. 3).With this guidance method the observer wants to solve the problem as the author indicates inbook “Guiding young children‟ Chapter 5 p.145 that “with negotiation, the children involveparticipate equally in solving the problem.” The book “Guiding young children” p.146‟ alsoindicates „Negotiation is appropriate whenever there is a conflict between children‟ as theobserver saw a conflict between them and she decided to resolve it.The observer thinks if the strategy does not work she will use active listening which is the firstterm of problem-solving philosophy. Active listening has two ways to listen, non verbal and verbal. You can use activelistening with children of all ages. (Guiding young children, p.138 ). The observer plans to makeeye contact and get down to their level, touch their hands and use positive verbalcommunication. Example, “I hear you are getting frustrated” “what can we do when two of youwant the same toy?” The positive verbal guidance strategy is an important element for childrenguidance promotes positive attitude. The observer will reinforce the rules and protect theunacceptable, hurtful behaviour of a child in a respectable manner. Action The observer was supervising and observing carefully while she ran to the situationimmediately to support and nurture the children. The observer patiently and positively appliednegotiation strategy it is “the act of solving problems peacefully by contributing ideas andoptions and agreeing on a solution.”
4Reflective Practice The observer sat in their level positively and patiently told them, “It seems pushing hasstopped. Are you ready to solve the problem now? Give them time to answer then tell them thesolution. When there is one toy what we do? Can anyone answer me?” Nobody answered me,the ECE who was watching me with children she reached and took away the gas cylinder with itspipe line. The children calmly walked away from the spot. From this, the guidance strategy wasnot completed. Strengths The observer immediately ran to the situation and decided to apply a guidance strategyfirmly, wisely and accordingly to the situation. The observer wanted to resolve the conflict andsolve the problem. The observer sat at their level, made eye contact and gave them time toanswer the questions. The observer respected their uniqueness and remained patient rather thanhaving a negative disrespected behaviour to humiliate and shame them which can bruise theirself esteem. Even though they did not want to start any conversation they knew there was aproblem and they owned the problem. Overall, the observer maintained a positive professional way to calmly support and helpthe children. The observer constantly supervised them to prevent any hurtful or aggressivebehaviour to occur. The observer took initiative and immediately approached the situation tocontrol and support the children. Needs As an authoritative caregiver, I tried my best to model for the children and actively madethe decision to apply the guidance strategy to solve the problem. However, the children did not
5Reflective Practicewant to participate in any conversation which was ok. As Class note (Week 3) shows “A childshould not be forced in negotiation.” “it is okay if a child ..... walk away...” I was new at thecenter and the children did not want to pay attention to my conversation therefore, this was myweakness. Also, the guidance strategies need to have persistence, anticipation and practice indealing with children in order to get positive results. The author Reynolds, Eleanor also pointsout that “negotiating requires time and willingness to allow children to solve their ownproblems.” (Reynolds, 2008, p. 149). My weakness was not getting enough time to involve thechildren in a conversation and allow them to tell me how we share toys and asking them how wecan solve the problem. Overall, it was a challengeable strategy because the ECE removed the toys and thechildren walked away from the situation which can allow them to repeat the behaviour. Thechildren did not get any ideas of how to deal with the situation, how to cooperate with oneanother, how to share a toy, how to think about their own idea and to decide on a solutiontogether. Changes Using this strategy, I gained valuable experience. However, I believe I need to gain moreexperience in order to become a professional educator and an expert using the Guidance strategy.This assignment allowed me to apply my knowledge wisely and in a positive way. However,there are some changes required to making it better. I recommend having team work andinvolving children more to understand each other better and to avoid arguments. The ECEs, staffand students can work together on children guidance strategies as working together cancontribute a huge difference in children‟s behaviours. We can start a communication that will
6Reflective Practiceallow them to talk and listen to their views and ideas to build their self-esteem and preventconflicts in the future.
7Reflective Practice Part 1- Objective ObservationDate&Time: Thursday Mar. 04.2012 Time (11:07) pmChildren Names: Mario / Kaylon/Giovanni (DOB) Sep.11.2009&June.o4.2007&Jan.26.2008Observation Setting: Indoor On Thursday morning Mario, Kaylon, Giovanni were sitting at the dining table. Theobserver was showing them how to make a cake. The observer asked the children to sit and taketurns and mix the ingredients in the bowl. The observer passed the bowl to Giovanni to mix it,he was mixing it and Kaylon and Mario stood up from their chairs and with both hands theypulled the spoon from Giovanni‟s hand. Kaylon and Mario both were holding the spoon andGiovanni was saying “stop, stop, stop “Kaylan and Mario were so loud in saying “ho, ho, ho Thespoon full with the ingredients touched the bowl and fell from the table. The observer quicklyran to the children.Problem: Kaylan and Mario pulled the spoon from another child‟s hand, resulted the cakemixture fell down from the table. Decision The observer decided to use setting limits which is also one of the problem-solving terms,we can use it” when the adult “own” the problems” (Class Note, Week 4 p. 1).
8Reflective PracticeWhat is Limit? The limit is a “rule” which can specify a desirable and acceptable behaviourwhich can clarify the boundaries (Marion, 2011, p.327). The purpose of the strategy accordingto the class notes is “to learn and respect themselves and others. Accept responsibility, think forthemselves, express feeling and solve problems.”Setting limits includes 4 guidelines and it has 5 methods. For this scenario I decided to use “Imessage” and “contingencies.”I message is the most desirable method for setting limits. The teacher can show their feelingsand give information in a respectful manner to a child‟s inappropriate behaviour.Example: “I need all of you to sit and wait for your turn”.“I feel upset when you make noises”. I cannot tell you the ingredient with so much noise. Bydoing this, it allows the children to be aware of what is happening in the class room.The observer also decided to use the contingencies method. We use this method “in a situationwhere the second action depends on a first action‟s” (Reynolds, 2008, p. 211). The observerwants to tell the children, “When you guys sit, you will be able to mix the cake mixture. Whenyou finished screaming, I will let you to mix the cake.” The teacher can firmly and positively communicate and make eye contact to convey themessage for setting limits. The Teacher can sit at the child‟s level and treat them with fairness,clearly state the rules with using different tone to convey the setting limits message. Thiseffective limit setting allows them to be more responsible, learn that their behaviours can affectothers and informs them they can get what they want after meeting the expectations.
9Reflective Practice Action The observer was supervising and observing carefully while she handled the situation.The observer ran quickly to the situation and used setting limit strategy. She instructed by usingsimple and specific statements with a firm and effective voice. The observer said,“I need all of you to sit and wait for your turn.” “I feel upset when you make noises.”Told them about my feelings and what„s happening. Then applied contingencies with it„sconsequences.“When you guys sit, you will be able to mix the cake mixture and then you can have the cake.”The observer used a verbal and non- verbal response, sat at their level and made eye contact toldthem verbally“I feel upset....”As a result all children grabbed the observer‟s attention.Kaylon and Mario both said, ok teacher by shaking their heads.The observer asked, “Are you ready to sit calmly and take turns?Kaylon and Mario smiled and nodded their “yes”.Then the observer also allowed them to know about consequences “...........you can have thecake” which made them happy and smiles.
10Reflective PracticeThen Mario said, Can I have the cake?The observer said, “Yes you may have some cake if you help me clean the table.”The situation was handled by observer and it seemed the children were happy. The strategy wasappropriate and successful because the situation was handled in an appropriate and positive way.The observer talked naturally and slowly in a way that the child could hear, was able to calmdown and it grabbed their attention. The observer used short and positive wording andacknowledged the child‟s feelings, needs and interests. The observer led them to decisions thathelped build self esteem, develop problem solving skills and the value of sacrificing one thingfor another. The strategy helped to reduce their frustration and screaming, it enforced fair rulesfor protecting the rights of all childrenThe observer did not call an ECE for help. Strengths My strength was providing positive guidance strategy and led them to learn and grow in asafe and secure environment. Took initiative and reached immediately to control the situation.Maintained a positive professional way to calm, support and helped children. Patiently told themabout consequences understand children needs and wants and attract them with happy words.“...........you can have the cake” which made them happy and smiles. Needs
11Reflective Practice As an authoritative caregiver, I tried my best to model for the children and actively madedecisions to fulfill their needs and as a result the children seemed happy and continued with theactivity.My weakness was not getting enough time to involve them in conversation to not take an objectwithout asking for permission. Changes I gained experience with this guidance strategy. This guidance strategy allowed me topractice and handle a situation like this. It allowed me to apply my knowledge wisely and in apositive way. However, there are some changes required to make it better.
12Reflective Practice Part 1- Objective ObservationDate&Time: Thursday Mar. 16.2012 Time (3:36) pmChildren Names: Mario / Jenny /(DOB) Sep.11.2009&Feb.07..2007Observation Setting: Outdoor/Playground Jenny and Mario were at the playground on Thursday afternoon. Jenny was sitting onthe side of sand area and Mario was sitting inside the sand area and putting sand in a bucket withhis right hand. Jenny got up and pulled a chair which was near her and stood up on the chair andheld her both hands to the concrete fence. She pulled her body and climbed on the concrete walland called, “Mario Mario..... Look at me.” The observer immediately reached to her and appliedguidance strategy.Problem: Jenny climbed to a high concrete fence which is unsafe. She is mostly stays calm andnot athletic or like to climb. She may have seen someone else climbing there before. Decision The observer within a few second decided to go to the child and apply positive I-messagewhich has three parts? 1) Tell the child about your feelings. 2) tell the child what happens whyit‟s unacceptable behaviour 3) convey the message and the reason what will happen ((Reynolds,2008, p. 208).
13Reflective Practice The observer wants to tell her that this action is inappropriate. “it scares me when I seeyou climbing on the wall because it is not safe and you could get hurt.” (Reynolds, 2008, p. 208) The observer also used positive virtue to honour his uniqueness and letting her know “itis unsafe to sit there; you are going to get hurt.” Because it seems she was physically passionateto climb to wall. The observer made a discussion to solve the problem and developed a rule andshe learned the skill. Even though children tend to forget the guidance very soon, as anauthoritative caregiver the observer wants to help the child by carefully supporting andencourage her to come down. By knowing the fact that children model behaviour as they canmodel harmful and abusive by belittling, they can also imitate and observe adult behaviour. Theobserver wants to teach her with respect, fairness, warmth, open communication. Throughreasoning consistency and involvement the observer set up rules and was open to negotiate. The observer also wants to apply non verbal and verbal ways, make eye contact and getdown to her level, touched her hand in a positive verbal way. The positive verbal guidancestrategy is an important element for children guidance as it promotes positive attitude. “It is notsafe for you, you‟ll get hurt” is an example of positive guidance. “Come down please!”According to the book Guiding Young Children (2008) p.208 “when sending I –messageteachers can communicate in many ways..... Use their voice and words to convey a message.”The teacher voice should stay neutral; her facial expressions can show how upset she is. This strategy states interrupt the behaviour of the child in harmful situation. The observerwants to reinforce the rules and protects the unacceptable, hurtful behaviour of a child in arespectable manner.
14Reflective Practice Jean Piaget Swiss psychologist (1896-1980) studied children„s sense of right and wrongtheir judgements when they get older. As they grow they understand morals to differentiate rightfrom wrong. Piaget also concluded young children have a much more primitive understandingof right and wrong behaviour than older children. Therefore the guidance strategy is appropriate for the child to lead her from inappropriatebehaviour. Because children need adult supervision and guidance they are unaware of theiractions or the type of play that may injure them. Action The observer immediately interrupted a hurtful, harmful behaviour and gaveunderstandable instructions that was simple and included specific statements. The observerallowed the child what To Do instead of what Not To Do! It was in a respectful and effectivemanner to the child. The observer‟s body language, facial expression, intonation all conveyed amessage to her. The child responded by coming down from the wall. It impacted on child‟sbehaviour too. Using these kinds of strategies meets the need of child; teach more appropriatebehaviour. It also supports the child in their new behaviour. This kind of positive guidance anddiscipline change the situation. The child not repeated the action again.Scenario:Observer: Jenny, it scares me to see you sitting up there. You could fall down and hurt yourself.Jenny: “No”, I don‟t.........”
15Reflective PracticeThe observer bent down, made eye contact and used a firm voice.Observer: I know it is fun to sit in high place, but I afraid you can get hurt. If you want to sit,you can come down and sit on the chair.Jenny came down and the observer offered her two different positive choices. The choices wereskipping or riding a tricycle. Jenny accepted skipping. Giving choices is important for child„sself- esteem and their development. The child can learn and make decisions in any situations.The goal was to help and support the child to understand gradually how the actions affect her andothers. The observer guidance influenced the child and other children who were there watchingthe actions. In addition the observer‟s guidance helped the child to develop self-esteem, selfcontrol and independence. Strength My strength was sending an effective I- message problem solving method and conveynatural I-message with a firm voice. I allowed the child to understand that the action was unsafeand hurtful which impact on the child‟s behaviour. I used an I-message problem solving methodto express my feelings as an authentic caregiver. “It scares me when I see you up there.” modelmyself positively without hurting or frightened expressions. I expressed genuine feelings to teachmore appropriate behaviour. Used verbal non verbal ways and enforced the rules effectively tohelp and support the child to not repeat the action. I observed and noticed that preschoolersmostly not accept that the teacher get close by them, they are willing to play solitary or with afriend, but as an responsible caregiver I stayed close enough to ensure their safety, immediately
16Reflective Practiceran and reached to the child. Even after guidance strategy I constantly observed and supervisedthem to not repeat the action. Overall, the strategy was appropriate and successful because the situation was handled inan appropriate and positive way that also could boost the child‟s self-esteem, self control andindependence. Needs Using the I-message problem solving method challenged me to use proper intonationwith eye contact which was a challengeable task because usually children do not get my words.The child seemed physically passionate and active to climb the wall. It showed that her energywas boosting. According to the book “Guiding young children” (2001) p. 189 “preschoolersmaybe capable of making that jump, and need an environment that provides the possible ways totake reasonable risks,” research also shows that preschoolers are ready to take greater risks intheir experimentations. Teachers and parents should provide physical opportunity to meet theirneeds and wants which can show my weakness because I could not provide physical opportunityto meet her needs and wants. Changes My goals are to provide a safe and healthy environment for children to learn and exploreaccording to their needs and interests. I need to gain more patience, confidence and self- esteemin using these guidance strategies.
17Reflective Practice ReferencesClass Note, Week 3Class Note, Week 4Marian, Marion, (2007). Guidance of young children (Seventh Edition)Reynolds, Eleanor, (2008). Guiding young children (Fourth Edition)Piaget‟s Theory retrieved from (http://family.jrank.org/pages/371/Development.html)Marian, Marion, (2011). Guidance of young children (Eighth Edition)Reynolds, Eleanor, (2001). Guiding young children (Third Edition)Class Note, Week 1. Child Development: A Theoretical Perspective