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  1. 1. REFLECTIVE PRACTICE GUIDANCE LOGS, STEPHANY DANGELO 1LOG: # 1CHILD: DANIELGUIDANCE STRATEGY USED:Recognizing signs of stress, anxiety, or strongemotions; prevent overstimulation; teachcalming techniques strategy&Redirection, divert and distract.DATE: March, Thursday 15, 2012
  2. 2. REFLECTIVE PRACTICE GUIDANCE LOGS, STEPHANY DANGELO 2PART 1 – OBJECTIVE OBSERVATIONDaniel enters the classroom door in his mother‟s arms. Daniel‟s mother says “hello” andsmiles to ECE Janet and ECA‟s Gina, Siema, and Student observer, Stephany. ECE, ECA‟s andObserver say hello to Daniel and his mother, Daniel begins to cry. Daniel‟s mother walks intothe room and puts Daniel on the matted ground. The mother then says goodbye to Daniel and thestaff and leaves the room. Daniel is continuously crying. The ECA sits down on her bottom onthe floor and picks up Daniel with both hands, holding him to her chest, rocking back and forth.“Shh Shh you are ok, you are ok” Siema says. Siema then gets up from the floor and handsDaniel to the observer.The observer holds Daniel and walks over to the child play climber. “Hey, you‟re ok,you‟re fine, don‟t worry, shh.” The observer says as she rocked the infant back and forth. Theobserver places Daniel on top of the climber in a sitting position, facing away from the doorwhere the mother and left. Daniel is still crying. The observer looks on the ground beside her andwith her left hand supporting Daniel‟s back, picks up a maraca with her right hand. The observershakes the maraca in her right hand and says “look Daniel, a maraca”. Daniel stops crying andstares at the maraca that the observer is shaking. Daniel reaches for the maraca with his left handand gets a hold of the maraca. The observer lets Daniel hold the maraca. Daniel starts cryingagain. The observer places her hand around Daniel‟s hand that is holding the maraca and shakesDaniel‟s hands and the maraca. Daniel stops crying. The observer gets up from her kneelingposition and moves away from Daniel. Daniel is no longer crying. Daniel continued to hold themaraca and stares at it. Daniel has stopped crying for the duration of the day.
  3. 3. REFLECTIVE PRACTICE GUIDANCE LOGS, STEPHANY DANGELO 3PART 2 – DECISIONIn this situation, a couple of guidance strategies were used to approach this scenario.Recognizing signs of stress, anxiety, or strong emotions; prevent overstimulation; teach calmingtechniques strategy and Redirection, divert and distract strategy were decided to be theappropriate guidance strategies. Both strategies came hand in hand. The observer had to “lookbeyond the visible behavior. To detect an underlying cause, such as stressor anxiety, for abehavior. To get the autonomic system under control”, (Guidance of Young Children, p. 333).The observer observed the child crying when his mother had left him at the center. The child hadcried continuously. The observer noticed that the infant was visibly stressed due to his motherleaving and held the child telling him “it was ok”. The observer, to calm the infant down usedanother guiding strategy, Redirect very young children; divert and distract. Redirecting involvesdiverting a child to another activity and distracting them from the previous activity (Guidance ofYoung Children, 331). The observer had moved the infant away from the door and had directedhis attention to an object (the maraca). The diverting and distraction lead the infant to calm downand place his mind on the maraca instead of his mother.The strategies were appropriate for this child because it was a mild behavior. The infantwas upset and needed his mind taken off of his mother leaving. The observer held the child andnoticed his stress and anxiety. The observer held and comforted the infant, then diverted him toan area where he would not be able to see the door which his mother had used to leave. Theobserver followed the diverting quickly with a distraction which was a maraca. The observershook the maraca and the music that the maraca was making intrigued the infant that he was lessdistressed over his mother leaving.
  4. 4. REFLECTIVE PRACTICE GUIDANCE LOGS, STEPHANY DANGELO 4PART 3 – ACTIONThe infant‟s responses to both strategies were very affective, from the beginning of thefirst strategy, recognizing signs of stress, followed by diverting and distracting. The observer hadsmoothly transitioned from guidance strategy to the other with success. Daniel was crying due tohis mother leaving so I the observer, recognizing that he was stressed; tried to calm him andsooth him by rocking back and forth. I then brought him over to the climber and sat him downfacing away from the door so he could not see it. I then grabbed the maraca that was on the floorand shook it, knowing that it would distract him. And it did. Daniel throughout the day did notoverly cry. He cried for a nap, and when he had to have a diaper change, but I noticed that he didnot cry the way he did when his mother had left him. He had clutched the maraca for the entireday. So the end result was that the child did not cry for his mother anymore. He was no longerdistressed by his mother leaving; and he had diverted his attention to an activity that intriguedhim.PART 4 – REFLECTIONStrengthsI believe my strengths in this would have to be recognizing which strategies to use andimplementing them righty to the child and situation. As well as transitioning from one strategy;recognizing signs, to another strategy; diverting and distracting, efficiently and smoothly. Irecognized that the infant was distressed and anxious so I had tried to calm him down by holdinghim and rocking him as well. I then moved him away from the door and distracted him with a
  5. 5. REFLECTIVE PRACTICE GUIDANCE LOGS, STEPHANY DANGELO 5maraca that made an intriguing noise. I knew that using an object that made lots of noise woulddistract the child compared to me just talking to him or giving him a ball.NeedsI think the only thing I would have needed would be for the ECA to have held the infant abit longer so I could have set up a scene or an activity for Daniel. The ECA had quickly givenme Daniel without any noticed and I had just quickly thought of rocking him to calm him(Recognizing sign of stress… strategy) and then quickly moving him away from the door andseeing the maraca (which made noise) to distract him (diverting and distracting strategy).Otherwise I believe it was an appropriate approach for the child and situation.ChangesThe only changes I would want to make, for next time Daniel comes, is for the mother tobring in something from home that may comfort the infant. A blanket or toy he is favoring at themoment, just so he has something from home and he doesn‟t feel homesick so much. Besidesasking the mother to bring in something from home and needing the ECA to hold Daniel for a bitlonger during that moment, I think I handled the situations with appropriate behaviors andguidance strategies to help Daniel become accustom to the child center.
  7. 7. REFLECTIVE PRACTICE GUIDANCE LOGS, STEPHANY DANGELO 7PART 1 - OBJECTIVE OBSERVATIONMustafa is standing near the window, facing the toy shelf. He has both his hands on theledge of the shelf. It seems he is looking for something. Mustafa turns his head left and looks atthe observer‟s direction. The observer is sitting with her back against the window on the otherside of the toy shelf reading a story book to another child. Mustafa turns and looks at theobserver three more times. Mustafa then takes a hold of a blue toy car the size of a kiwi andthrows it on the ground. He then grabs a sensory bottle filled with green glittered water andthrows that on the ground. “Ahh ahh” Mustafa says as he looks again at the observer‟s direction.Mustafa then continues to throw objects from the top of the toy shelf and continues to grab toysfrom the bins inside the shelves and throws them on the ground. “If you want me to come overyou will have to wait Musta, I‟m reading a book to Katya” said the observer. “Ahhhhhhh”Mustafa said. “Musta come here and we can all look at the pictures in the book, look! This pagehas fur on it!” said the observer as she holds up the book and touches the fur spot on the page. Atthe same time the observer was speaking Mustafa grabs a doll with his left hand and another toycar in his right and throws them on the ground. “Musta, I‟m going to ignore you throwing thingsnow, come over here with Katya, come on” said the observer. Mustafa looks at the direction ofthe ECE. The ECE has her back facing Mustafa. Mustafa then looks towards the two ECA‟s.Both ECA are facing away from Mustafa and are with other children. Mustafa then turns back tothe observer‟s direction and sits down where he was standing. He then takes a hold of a greenball and looks at it. Mustafa then walks over to the ECE and joins in the art activity that the ECEhad planned for the day. Mustafa seems to enjoy the activity.
  8. 8. REFLECTIVE PRACTICE GUIDANCE LOGS, STEPHANY DANGELO 8PART 2 – DECISIONThe decision to use the Ignore Behavior strategy seemed like the most appropriate one touse. The purpose of “ignoring behavior” is “to help adults stop paying attention to a child‟sunhelpful behavior.” (Guidance of Young Children, p.330) Mustafa had wanted attention and toget that attention he would cause a scene or a mess. I noticed that every time I would speak tohim he would get more excited and throw more things on the ground. I gave him opportunities tojoin me. He had wanted the attention of someone solely on him. In previous times I would haveleft my spot to got o him, but was advised by my ECE that ignoring him a bit will actually helphim in the end. When he threw the first toy and looked my way, I knew that he wanted instantattention and realized that this was a perfect time to practice the ignoring behavior strategy.PART 3 - ACTIONThis scenario resulted in Mustafa realizing that I was not going to give him the attentionhe wanted and so, moved on to another adult who had an activity set out. I had explained toMustafa that I was unable to go to him and if he wanted to come to where I was that was fine. Hedid not come, and when he continued to throw toys I explained to him that I was going to ignorehis behavior.Mustafa handled me ignoring him fairly well considering it was the first attempt on mypart to ignore his actions. I would have usually gone to him and either played with him orbrought him over to where I was doing an activity with other children. This time Mustafarealized that I wasn‟t going to move towards him so he chose another adult, and headed in their
  9. 9. REFLECTIVE PRACTICE GUIDANCE LOGS, STEPHANY DANGELO 9direction. He ended up doing an activity that the ECE had planned for the day and that benefitedthe ECE and Mustafa since he seems to be enthralled by the paint.PART 4 – REFLECTIONStrengthsMy strength with Mustafa‟s situation would have to be that fact that I did not go up tohim as much as I wanted to. I would have always gone over to him whenever he would throw thefirst toy. It always seemed to me that he just wanted a little bit of attention and that it was ok,considering how he is a baby. My ECE told me otherwise. Mustafa gets too much attention forthe wrong reason. The ECE wants to encourage Mustafa to not throw things around when hewants attention and to just come forward to the teacher/adult. I found that I had to resist pickinghim up. But I did and that was a big accomplishment for me personally.NeedsWhat I need is a bit more understanding on when and why to “ignore” children. The factthat my ECE had to direct me in ignoring Mustafa, before I figured it out for myself, made mefeel like I did not know as much as I thought. Which I guess is true since I did not pick up on thatbefore. I think a few more nights studying on the ignoring behaviors and when and when not toimplement them is something I should work on immediately. Besides my lack of understandingthere was not anything I needed. I had my ECE and the ECA‟s supporting my back the wholetime, it may not have seemed like it at the time, but my ECE was aware of everything going onin the room.
  10. 10. REFLECTIVE PRACTICE GUIDANCE LOGS, STEPHANY DANGELO 10ChangesThe changes I would make for next time would probably be to be more prepared. Tonotice the sign of when a behavior should be ignored, so it can help the adults stop payingattention to obstructive behavior. If I had known that Mustafa‟s behavior should have beendiscouraged and should have been ignored, I might have felt a bit less uncaring when I had toignore his throwing of the toys to the ground. Overall it was a good experience. I had my ECE‟ssupport as well as the ECA‟s in the room and with their encouragement I got to see a differentside to Mustafa!
  12. 12. REFLECTIVE PRACTICE GUIDANCE LOGS, STEPHANY DANGELO 12PART 1 - OBJECTIVE OBSERVATIONXavier is sitting on the matted floor facing the sleep room door. Janet the ECE walksover to Xavier and asks him “are you ready to walk now X!” Janet starts to clap her handstogether as she walks toward the sleep room and sing “X is going to walk toodaayy, X is going towaaalk”. Xavier grins and laughs to what seems to be Janet‟s sing song voice. Janet goes intothe sleep romom and comes out with a yellow and green colored push toy. Janet brings it over toXavier and Xavier reaches with both his left and right hands to hold onto the handle bar of thepush toy. He then pushes himself up as Janet is holding the push toy with her left hand and issupporting Xavier with her right hand. Xavier now has both hands on the push toy‟s handle bar.He is standing in front of it, holding it. The observer is sitting on the matted ground in the farright of the room, facing Xavier. “GO Xavier GO!” chants the observer. Xavier on unsteady feetpushed the push toy in front of him. With the help of the push toy, Xavier begins to walk. TheECE and ECA‟s chant “GO Xavier GO!” Xavier is now at the far end of the room and has to turnaround. “Slowly X, Solely, You‟re doing a great job!” says the observer. The ECE places bothhands on top of Xaviers and help him turn the push toy around to face the direction he wascoming from. The ECE lets go of Xavier and Xavier continues to walk with the push toy. Xavierwalks in the direction of the observer. The observer is still encouraging Xavier, “GO XavierGO!”. Xavier, then slowly bends down towards the ground and sits on his bottom. He thencrawls over to where the observer and one other ECA are sitting against the wall. The observerwraps her arms around the child and hugs him. “You did a great job walking today X!” said theobserver. The observer then gives Xavier a kiss on the cheek and passes him over to the ECAwho was sitting to the right of the observer.
  13. 13. REFLECTIVE PRACTICE GUIDANCE LOGS, STEPHANY DANGELO 13PART 2 – DECISIONThe decision to use the strategy “Give meaningful feedback to children” was the mostappropriate strategy for the child and situation. Encouraging Xavier on was a natural response toXavier trying to walk. Xavier had attempted to accomplish a milestone and to show him howsupportive we all were we encouraged him and gave him praises for doing a stupendous job.With praises and encouragement Xavier seems to make progress. The purpose of givingmeaningful feedback to children is to “give [children] helpful information” (Guidance of YoungChildren, p. 329). Giving Xavier positive feedback is heading in the direction of helping Xavierachieve milestone.PART 3 – ACTIONThe moment I saw Xavier pushing the push toy, I knew that positive reinforcements werewhat he needed. Since we couldn‟t do the walking for him, we could help cheer him on andsupport him. Xavier responded very well to the guiding strategy we all used. I had begunpraising him, and the ECE and ECA‟s were chanting to him. He had positive energy all roundhim and I know that he knew that. He walked a far distance and he was happy with all the hugsand kisses he got. Chanting positive feedbacks to Xavier was no hassle at all and it just camenaturally to me and the team. Xavier had been showing signs that he was ready to start walking.So every day we would bring out the push toy. Xavier would get as far as standing up whileholding the push toy and tilting forward, which then he would fall. That day, he had managed towalk a fare distance for his first time walk with the push toy. Xavier had come a long way.
  14. 14. REFLECTIVE PRACTICE GUIDANCE LOGS, STEPHANY DANGELO 14PART 4 – REFLECTIONSTRENGTHSMy strength would have to be having all the positive feedback for Xavier. I was justbursting with pride when he started walking, even if it was with the assistance of a push toy. Ihad lots to say to cheer him on. It came out all naturally, and I did not have to go to my ECE forassistance, or look up „praises” or “positive feedbacks” to help me out with this situation. I wassupportive; I expressed positive feedback and expression to Xavier‟s effort in walking. I hadnothing but positive praises and affection for Xavier accomplishing a highlight in his young life.NEEDSI do not believe I had any needs in the scenario. My needs in this situation were met. Ihad to problem asserting the situation and strategy. I dealt with the situation in a positive attitudeand supported Xavier‟s positive behavior by using the give meaningful feedback to childrenstrategy.CHANGESThe only changes I would make would be to have more floor space for the next time achild starts walking. And to have a video camera! The experience was fantastic and I felt somuch pride when Xavier took his steps. I would not have changed anything at that time. It allplayed out very well. The team was supportive and Xavier did an astounding job achieving amilestone. I had used appropriate feedback, positive and encouraging. Everything went veryconstructive.