Guidance and the Individual Child Student Name: Yuleisi Salina Course Name: Guidance of the Individual Child Professor Name: Loris Bennett Student #: 300627348 Section #: 002
Part 1- ObservationDate: March 23, 2012On Friday afternoon at around 2:00 pm the toddlers were getting dress to go outsideto theplayground area. The observer noticestwo younger toddlers,Clark (boy) and Alexia (girl)seatedon the floor in the middle of the cubbies area with their backs facing each other. Clark wasseated with his right leg bend it in front of him. He was trying to put on hisshoes but, after fewseconds Clark seems frustrated because he starts to cry and hits the floor with the shoes. Then theobserver notice that Alexia the toddler behind him turnsaround andgently touches Clark facewhile saying “Baby”, then she took the shoes from hishands and he stop crying.Alexiatries tohelp him to put onhis shoes but, after few seconds it appears that Alexia give up because shereturns the shoes to Clark. Then the observer approaches and sit beside them and ask “May I helpyou guys?” Clark and Alexia looks at the observer and smile.Then Clarkgives the shoes to theobserver, stands up and sits on the observer laps. While the observer was putting Clark the shoesshe looks at Alexia and said “AlexiaI’m very proud of you, for trying to help Clark to put on hisshoes. You are a really special friend! Shesmiles,and gives her shoes to the observer to put it on.The observer smile and put on the shoes to Alexia. Part 2- DecisionThe observer uses this child guidance strategy to support and promoteAlexia self-esteem,confident and“pro-social behavior”. The observer knew that Alexia haven’t develop the skill totie-up theshoelaces but, as future educator we must respect and support the children initiative,curiosity and needs of exploration. The observer did not want to take away Alexia’s powerinstead the observer was closely observing the children’s interaction to make sure was safe andappropriate.Then the observerapproach atthe right time to support Clark and also to praise Alexiafor her compassionate and positive behaviour, towards her friend.Based on the text book Ages and Stages: A brief Overview Birth to 12 Years toddlers like to beindependent. They insist on trying to do several tasks without help and are affectionate and enjoygiving hugs and kisses, and also at 5 years old is when the children’s may be able to tideshoelaces.In the Reggio Emilia Approach, teachers base the educational environment and activities uponthe image of the child. The child is seen as unique, curious, capable, competent, having potential,relationship seeking, an active constructor of knowledge, a possessor of rights rather than needs(Fraser Gestwicki, 2000; Gandini, 2004). This image affects the way that teachers work withchildren. They view themselves as co- constructors of knowledge or partners in children arelearning. “Children are not empty vessels that needs to be filled with the teacher knowledge”
Part 3- ActionThe children positively respond to the observer strategy. The observer approach with a gentletone of voice and natural body language expression that reflects the sincerely intentions tosupport Clark and Alexia and meet their needs and expectations. The observer went down to thechildren level and with their consent supports the children to move on through a friendly, passiveand age developmentally appropriate environment. The observer also recognizes and praisesAlexia pro-social behaviour to demonstrate her that is worth it and valued. It’s also to encourageher and the others toddlers to helpseach other’s and to become a compassionate individual “Whocan walk a mile in another person’s shoes or animal’s tracks. Thus, we help them to developempathy, what every society needs for survival.”
Part 4- Reflectiono Give one concrete example of how you have demonstrated the corresponding key learning out comes? An example of how the observer have demonstrated the corresponding learning out comes was by taking the time to observe the children interacting through play that is one of the biggest learning tools that supports their domains and also serves to teach them social interaction, thinking, and risk taking. For instance the observer was very respectful and did not give the toddlers any instructions instead the observer allows Alexia to enhance her curiosity by assisting Clark with his shoes laces. The observer was very careful not to interrupt the children exploration to avoid any negative experience.o What was the most valuable aspect of this assignment and why? The most valuable aspects of this assignment were getting more knowledge about children behavior, temperament and personalities to support and meet each individual child expectations and needs through theimplemented strategies. For example: When the observer respectfully approach to the children and ask them if they need it help they positively responded because, the observer approach was passive, friendly and age developmentally appropriate.o What was the most challenging aspect of this assignment experience why? What strategies and resources did you use to meet these challenges? The most challenging aspect of this assignment was choosing one child behavior at the time between so many different interesting ones. The strategy and resources the observer use to properly complete the assignment was writing only what she saw and hear rather than what she thought or feel about the behavior to avoid been subjective. Also the observer wisely uses all the resources available to her like, notes, teacher supervisor opinions andher own knowledge of children development.o What one change would you make if you could do this observation over again? The observer wouldn’t make any change in this case because the guidance strategy was age developmentally appropriate and meets the children’s needs. E.g. the observer offers support to the children without imposing, because they are the protagonist of the process and they have the last word, and the adult should be by their side supervising and keeping them safe.
1. Give one concrete example of how you have demonstrated the corresponding key learning out comes? One concrete example was that the observer was able to recognize a negative behavior and confronted in a respectful, kind way. The observer expressesher feelings without blaming the child and remains professional, positive and calm during and after the incident. E.g. after Evelyn apology the observer let her know that it was OK but, she also told her that it was important to say the truth because, lies have consequences.2. What was the most valuable aspect of this assignment and why? The most valuable aspects of this assignment were the opportunity to observe different individual children and recognized their temperaments, interests, likes & dislikes. Also through this assignment the observer had learn many things about herself like e.g. how well she can handle stress by remaining professional, sensitive and calm through the different situations. Through this assignment the observer have learn that a respectful, positive,and appropriate communication bring the educator, the parents and the childrencloser.3. What was the most challenging aspect of this assignment experience why? What strategies and resources did you use to meet these challenges? The most challenging aspect of this assignment experience was writing an accurate anecdotal that describe the behavior and the important details that the observer wants to transfer to the reader. The strategies that the observer usesto meet these challenges were writing what she hear and saw to avoid making assumptions or subjective comments. The observer also uses her notes, text books, knowledge and common sense to guide her observations.4. What one change would you make if you could do this observation over again? If the observer could make this observation again she would probably notify the ECE regarding the first occurrence when Evelyn pulls the observer hair to prevent the second occurrence to be repeated.
Part 1- ObservationDate: March 15, 2012On Fridayafternoon at around 4:45 pmall the toddlers were gatheredon the carpet. The ECE askthe observer to sit with the children while she organized some of the children work to send hometo the parents. The observer was sit at the carpet reading a story to the children while the ECEwas closely listening and observing. While the observer was reading Evelyn an older toddlerapproach the observer from behind and pull the observer hair. The observer turns around andsays “Evelyn please I do notlike you to pull my hair. Why don’t you sit down to hear the story?”She did not answer and stays behind the observer. After few seconds Evelyn pulls the observerhair again and the observer repeats“Evelyn it really hurts when you pull my hair. Could youplease seat down and listen to the story?” Then Evelyn started to cry and said that the observerhurt her arm. The observer asks her to cool down and immediately calls the ECE that was a stepaway from the scene. The ECE listens to the observer and ask Evelyn to stop cry and apology,because it was the observer the person thatsupposed to be crying aftershepulls her hair.Evelynlistens to the ECE and approaches to the observer and says that she was sorry. Theobserverlooks at her eyes and replies “Thanks for apology Evelyn it means a lot to me but, Iwant you to know that it’s important that we always speak the truth.”Shenods her head and walksaway. At that moment the ECE approach the observer and said “Yuli don’t worry Evelynalwaystends to exaggerate”. The observer gives thanks to the ECE for her support and continuesto read the story. Part 2- DecisionAt first the implemented strategy did not work out the way the observer expected. The intentionbehind the observer strategy was to demonstrate Evelyn that we must listen and respect othersand always speak the truth because lies always have consequences. The observer was respectfuland maintains a positive attitude during and after the incident. The observer expresses thetangible effect by telling the child how she felt without making the child responsible for thesituation.Based on the text book Ages and Stages: A brief Overview Birth to 12 Years toddlers are easilyfrustrated and capable of frequent tantrums,which are often a result of his inability to expresshimself even though he has ideas. They can also show aggressive behavior and intent to hurtothers.They came go from excitant to anger to laughter within a few moments. Social interestand physical abilities sometimes collide as a hug becomes a tackle and a gentle pat becomes awhack. The adult need to teach children how to express affection appropriately.Guidance techniques that works:“The word discipline is off target. Guidance is a more accurate term. As a caregivers andteachers, we guide children’s behavior. We teach them acceptable behavior and guide them todevelop self-control. The goal is that children learn to make good decisions about how to act inspecific situations.”
Give children limits and security:Everyone needs to have boundaries defined. You, for example, rely on speed-limit signs, pricetags, and recipes to guide some of your activities. Children need to know limits and, withinthose, limits, need the freedom to practice making appropriate decisions. They need adults tohelp draw the line between not enough and too much decision making freedom. Part 3-ActionEvelyn did not react well to the observer strategy. It took her some time to comply and positivelychange her behavior. Even though the observer respond was positive and respectful it wasnecessary the ECE intervention to help Evelyn cool down and to apology to the observer. Part 1- ObservationDate: March 16, 2012On Friday morning at around 9:45 am while the children were playing outside the observernotice Soliana an older toddler with one of her knees on the floor and with both hands holdingthe playground fence; she was looking at the subway station that is right across the child carecentre. The observer approachesto the child and ask “Soliana are you OK?She replies “Mymommy” while pointing to the subway station. The observer gently tells her “Your mommywent to work but she will come in the afternoon to pick you up. Soliana looks at the observer andextend her arms to be lifted off the ground; the observer lifted her up. Together they look at thesubway station and see Soliana mother smiling and waving. The observer and Soliana wave backat her and the observer noticed that one’s Soliana mother have entered the subway stationSoliana wasn’t sad anymore because she was smiling and asking the observer to go on the slide. Part 2- DecisionThe strategy was a success because the observer acknowledges that Soriana was sad when hermother left her at the center. The observer gently approach and comfort Soriana through thetransition and redirect her attention to engage in a new activity.
School to Home“Leaving the program might be difficult for some children, particularly those who have adifficult time with change. Children are often engage in an activity when parents arrive and bereluctant to discontinue it. Often children have not received a warning that they will be leaving.Additionally, parents, teachers, and children are all tired at the end of the day. Just as children might bring a transition object from home to ease entry into the program, atransition objects from the center that the parent will read to them at home. Teacher can alsomake a conscientious effort to warn children that their parents are coming soon. If children are inthe middle of an activity, such us eating a snack or finishing an art project and the parent isunable to wait, the teacher might want to send the unfinished snack or art project home to becompleted. Through carefully planned transitions, teacher can reduce stress and behavioral issues, limitwasted time, and increase learning opportunities. Children can learn independence and innercontrol learn to use time wisely, and acquire the skills needed to make successful transitionsthroughout their schooling careers and life”. ( Julie Bullard, Ch3; p,64) Part 3- ActionThe observer’s strategy was successful and the transition eases the child to respond positivelyand to move from one activity to another without a fuss. The observer also notices that aftersupporting Soliana a strong bond was born between her and the child. For instance: WheneverSoliana is in distress she would approach the observer for help and comfort. BibliographyBooksJulie Bullard (2010). Creating Environments for Learning. United States of America: PearsonEducation, Inc.,Marian Marion (2011).Guidance of Young Children. United States of America: PearsonEducation, Inc.,Class Notes