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Guidance logs perfect
 

Guidance logs perfect

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    Guidance logs perfect Guidance logs perfect Document Transcript

    • Reflective Practice Guidance Log #1 Part 1- Objective Observation! Date: March 31, 2011 The children had just come back from their morning walk and I went to the stroller to get one of the children, K. Iwent to Kʼs cubby to get his shoes and then I put them on the floor. I called K, “K can you please come so I can putyour shoes on?” K came over and sat on my lap. I grabbed Kʼs shoes that were on the floor, and I put on his leftshoe, and tied the shoelaces. Afterwards, I went to grab his right shoe, but M came over to where K and I wereseated, and M took the right shoe and ran away. M ran to the sensory area with the right shoe in her hand. Part 2: Decision I chose to use choices for this strategy. Before jumping into the situation, I had to make a decision on what choices I could give M. I decided to offer Mthe choice of remaining in the sensory area, or since she reads a lot of books, I decided to also offer if sheʼd like togo over to the literacy area. Before sending M off I had to make sure that I explained we must not take otherpeopleʼs things. By giving M a choices I allowed for her to build her self-esteem, I can point out what is wrong, butalso be aware of their feelings, and interests. I am also helping M develop an important life skill which is the abilityto have a choice between two things. The information I picked for this strategy was based on my class note:Guiding Young Children:Direct Guidance Part 3: Actions After M took away the shoe, I explained to K “If someone takes your shoes you need to explain that the shoes isyours, and they need to give it back ok K?” K listened, he did not offer a response but he did smile. I got up with K,and him and I went over to the sensory area where M was playing. I got down to Mʼs level with K, and then Iexplained to M “I understand our shoes are not on yet, but once I am done putting on Kʼs shoes I will put yourshoes on, okay?” M then said “No.” I explained to her “Then I told M “Yes, we need to ask before we take thingsfrom other people.”Then K grabbed his shoe, and I explained to him you must be gentle, and ask for the shoepolitely. To my satisfaction this strategy worked very well because I was able to explain to M the right activities shean engage in while sheʼs waiting for something, M chose to go to the literacy area. I also went over to the literacyarea to see how she was doing. During this interaction I was soft spoken, and always down to the childʼs level.
    • Part 4- Reflection Strengths Needs - Soft spoken voice -I could have provided more interaction - Remained at both childrenʼs level ( talking, expressing) between the two - Provided choices based on childʼs children interests -I will be prepared with positive - Teaching child to stand up for himself activities for children to be engaged in - Explaining things to children (e.g, K during transitions you need to tell people that shoes are -Positive wording yours and they canʼt take it away) - “I” message (I understand..) Discuss changes that you would make and why you would make those changesNext time I will be more aware of where I position items in the room( toys, shoes, etc).I will be prepared in having activities ready for all of the children during their transitions(e.g; song, story,puppets, dancing, etc.)I will use positive wording with the children (I like how you did this... It was nice of you to do ....)so thatthey understand that they are respected.Sit down and explain to the child that taking things away from others without asking for permissionhurts people feelingsProvide praise and encouragement to both of the children for all of the positive things they did( listening to teacher,saying sorry, etc.)I will provide pictures to demonstrate different sections of the room, getting ready area will beillustrated , toilet time will be illustrated and so on, this way a child will know where they must be.I will rehearse with children the daily routine. After every routine is completed I will rehearse theupcoming routine...for e.g if Iʼm changing diapers I can ask child what do we do next? Yes, wash ourhands.I would make these changes so that there wonʼt be a next time. By keeping children engaged inpositive activities I can minimize any inappropriate behaviour.
    • Reflective Practice Guidance Log #2 Part 1- Objective Observation! Date: March 24, 2011The children were on the carpet and each of them were engaged in individual activities, reading abook, dancing, playing with the exersaucer. The E.C.Eʼs were present in the room, and so was I. Myback was turned on one group of children. Afterwards, I heard a noise, a rattle hitting the ground. I sawK throwing a rattle, but there was an infant sitting down on the floor in front of him. I then saw K throwthe rattle one more time, and it went over the infantʼs head. K was smiling when he was throwing thetoy. Part 2-DecisionI chose to use the diversion strategy for this situation.I feel that diversion was an appropriate decision in this situation because by diverting Kʼs behaviour toa positive state I was able to prevent a possible accident. I explained the limits of throwing ( “You mustthrow only to a friend/teacher” )This limit is very important for a toddler to understand. I diverted K tothe dramatic play area where soft balls were available for him to play with.Diversion/Redirection is appropriate for a toddler like K because according to Marion(p.132) “divertingand distracting ; useful with toddlers, redirection in which an adult sidetracks a toddler from one activityand steers him to a safer activity.” In conclusion, this strategy was appropriate because it was able topromote positive behaviour, while eliminating inappropriate behaviour. Part 3- Action I began by walking towards K. I got down to Kʼs level and talked in a soft voice, at an appropriate paceand was able to get the rattle from his hands and into mine. I told K “ I need to get the rattle,please wecanʼt throw it across the room okay?” K shook his head up and down. The baby looked at me, and Kwas smiling. I got a hold of Kʼs hand and I put him on the baby, and said to K “We need to be carefuland gentle with our little friends around us, K because if weʼre not they can get hurt.” In addition I said“It would be better if you threw a ball to a friend/teacher not across the room.” K shook his head, andwas laughing. Then I restated “We need to be careful, Ok K.” K did not respond. At this point, I wentwith K over to the dramatic play area, and I showed him the soft soccer ball. “Look at how much funplaying with a soccer ball is.” He picked up the soccer ball, and was smiling again. The results of thisstrategy was that the baby was safe, and continued playing, and K was interested in a much saferactivity that he was involved in with a teacher.
    • Strengths Needs - Positive wording - Position myself to be in view of all - Choice of strategy-Redirection children at all times - Maintained eye level with child - Involve child in problem solving - Spoke at an appropriate pace - Explain to children the infant toys, - Removed the hazard as soon and toys for toddlers(their age) as I was in the situation - I need to check on each child to - Promoting positive behaviour make sure they are okay, and & eliminating negative their needs are being met - I would use “I” messagesDiscuss the changes that you would make and why you would make these changes.Next time I will have to position myself so that all of the children are in my line of vision.I will make sure that K showed more affection to the child by giving him/her a hug.I will also have given K praise for playing with his soccer ball, and listening to me.I would have explained the difference of the toys and their ages. I would say “the rattle is for theinfants okay, but look at what we have for you.”I would make sure for next time that the children were involved in problem solving, maybe theycould tell me “What do you think we need to say or do to our friend?” “Do you think our friendwould like a hug?”I would also change the fact that I was the one picking the soccer ball. I could have left thatdecision to the child. I would just bring the child over to the specific area that I felt met his interestsand then I would let them choose what they wanted to play with.I would use “I” messages with the children so they know that I understand they want a certain thingbut it is with another child at the moment.At last, I would have stayed with the infant after I showed K the soccer ball. I would spend sometime with the infant, as well as check up on K to make sure he was enjoying his new, safe activity.
    • Reflective Practice Guidance Log #3 Part 1- Objective Observation! Date: April 1, 2011The children were on the floor and they were each involved in their separate activities. M was in thesensory area, and she walked over to dramatic area where she picked up a baby bottle. M walkedback over to sensory area, and a child joined her. M was on one side of the water/sand bins, and theother child on the other. M was playing with the baby bottle, she took of the cap, and D leaned overthe bins and grabbed the cap off Mʼs hands. M ran to the other side of the bin, and she went to theother child and got the cap. The other child took the cap back, and then M grabbed the cap and hitthe other child on the head with the cap of the baby bottle. The child cried. Part 2- DecisionI chose to use choices for this strategy.I believe that this is an appropriate strategy to use because I can provide the child with anotherappropriate choice of toy to play with that is similar or another activity that heʼs interested in. Iexplained to both the children about taking turns. I explained that when M was done playing with thebottle she could pass it along to the other child. In the meantime, I gave the child the choice to playwith a cup, and a baby. By providing the child with a choice of playing with a cup and a baby, orreading it shows the child that Iʼm still keeping his interest in mind. In the class notes Children:DirectGuidance it says “Allowing children to make choices builds self-esteem and have some control/power in their world.” This note adds volume to why I believe this is a great strategy. Part 3- ActionsFirst, I got down to both of the childrenʼs level to talk with them. I talked in a calm, and relaxed voice.I called both of them M, and the other child. They both looked at me, and then I said to the otherchild “M is playing with the bottle at the moment, when she is done you can play with the bottle,okay?” The child responded by shaking his head up and down. I looked at M and told her “We mustnot hit our friends, it hurts” When I said it hurts, I made a sad face and rubbed my hand on my headto show the effects of the hitting. M looked at me and smiled.I told M “You need to say sorry friend.” M did not. After explaining to the other child that M was inpossession of the bottle for now, I gave him a choice, I explained “You could go get a cup, and ababy and play or we can read a book?” The child did not respond, so I took him over to the dramaticarea so that I could show him a cup that is similar to the bottle, and also I took a baby so I couldshow him what he could do with the cup. The other child was not hesitant at all to come with me tothe dramatic area. M stayed in the sensory area still with the baby bottle. Afterwards, I went to theother child to make sure he was okay. When M was done playing with the bottle, the other child
    • Strengths Needs -Spoke in a calm, relaxed voice -I didnʼt involve children in - Made sure to gather both of the problem solving children and talk with them at the - I could have gone to check on M same time to see how she was also doing - I explained the effects of hitting - I didnʼt restate the importance of - I went to check on other child taking turns - I was vigilant to see when M - I needed to let the child decide would finish playing with toy to where he wanted to go be able to give to other child - Giving M the chance to apologize - Demonstrating hitting hurts Discuss the changes that you would make and why you would make these changesNext time I will make sure to have many more bottles in the dramatic area for the children to playwith.I will ensure that someone is in every play station of the room (dramatic, sensory, literacy, etc) sothat we can have all eyes on the children, and prevent quarrels such as this one.I will provide support for M by staying with her by interacting with her, asking her if she is havingfun, and what she is doing, etc.I would also make sure that once I saw a situation like this I could engage all of the children inspontaneous dramatic play. This way all of the children could see sharing, and also the child whowas interested in this activity could feel valued that she was listened to, and well-observed.I would purchase books that were on the topic of sharing with our friends that were ageappropriate for the children.I would also teach the children to verbalize things that they want. If they want a book, they couldsimply just ask their friends/teachers for book, dolls, bottles, etc.I would make these changes because they would ensure that situations such as this one would beminimized. By having a teacher positioned in each area of the room is very effective because itcan ensure that all of the children are being watched, and their needs or interests are beingobserved. By purchasing more bottles I am allowing for every child to have their own bottle, andnot have to take other childrenʼs.I would also give praise to the other child for being able to listen to me, and also move over toanother area, and engage in a safer activity.
    • Self-EvaluationOver the course of this assignment I had a few challenges, but also somegreat strengths coming into the assignment and also while I wascompleting it.First, one challenge was having to be objective. When youʼre faced with thetask of having to be objective itʼs difficult because you may not write thingssuch as “ I think”, “To my understanding”, “It seems”, and so on. Objectiveobservation is solely based on facts, and not fiction. I had to writeeverything I saw while I was observing the children. There could not be anyinferences present at all.Second, a strength I had in this assignment was the ability to make gooddecisions, and the actions I took based on the situations. I feel like I madeappropriate decisions based on what happened. I did not give any childrenewal time because of their age, and also the situation was notsomething that the child needed to sit down, and think about; as theteacher I had to react immediately so they understood the consequences oftheir actions. My actions I felt were positive, and they were appropriate. Ialways got down to the childʼs level so they didnʼt feel intimidated at all. Ispoke to the children in a soft, calm voice, and not in an angry, or madtone.Third, another challenge I faced was evaluating myself on my strengths,and needs on dealing with the situations. This was a challenge becausewhen you have to criticize yourself you always want to make sure thateverything you did was a strength, although we all have weaknesses noone is happy to point out their weaknesses. I felt like point out myweaknesses was important so that I could improve for next time, and makesure that going forward positive changes would be made to avoid thesesituations.In conclusion, this was a great assignment because it also allowed me tofocus on the childʼs interests. In the infant room thereʼs always somethingto do, and by observing the children I could also quickly jot down someinterests that I observed.
    • BibliographyGuiding Young Children: Direct Guidance. Guidance of Young Children Class NotesMarion, Marian. Guidance of Young Children + Myeducationlab . 8th Edition ed. UpperSaddle River, New Jersey: Pearson Canada Inc, 2010. Print.