1. REFLECTIVE PRACTICE GUIDANCE LOG 1
DATE:_ Feb27, 2012__ Guidance Strategy Used:________________
OBSERVATION
(Observe, identify the problem, examine the context of the problem)
Name of the Child: “Z “and “S”, Date of birth: 28.03.2010, and15.04.2010
“Z” takes a Lion costume. She turns its ups and down with keep asking, “I want it”, hold the lion
head with her right hand, which is using as hood. Walks fast by holding lion hood toward student
teacher and said, “Help, help”. By this time “S” come closer to following „Z‟ and grab costume
sleeves by his right hand started pulling and said, “I want it”, then both of them start pulling
back and forth the lion costume .
The “context “of the problem:
There are some reasons for this problem.
a) .“S” is two years old. According to the chapter “Ages & Stages-Two-years olds” in the book Ages
and Stages - A brief Overview Birth to 12 Years, Two –year child can be extremely demanding.
(Ages and Stages - A brief Overview Birth to 12 Years).
b) .Sometimes two years old is show aggressive behavior and try to hurt others. (Ages and Stages -
A brief Overview Birth to 12 Years).
c) . According to Shella Sullvan class note ”S” was playing at the outdoor play ground, it seemed
that” S” was tired, hungry, or not feeling well (ECEP-132).
DECISION
(Choose a guidance strategy from this course that fits with the problem. Clearly state why
the chosen strategy is appropriate for this child/situation)
Based of my observation, I think the major roots of this challenging behavior are two year-child
olds easily get frustrates. Emotions take on a roller costar-like quality as toddler can go from
excitement to anger to laughter within a few moments. A great deal of time is spent exploring,

2. pushing, pulling and filling, dumping, and touching (Ages and Stages - A brief Overview Birth
to 12 Years). At my observation, “Z” turn the costume ups and down, walks fast by holding
towards me and asked, “Help, help.” Piaget believed that “Children are naturally curious. They
constantly want to make sense of their experiences and, in the process, construct their
understanding of the world.” (Kail, R. & Zolner, T., 2009,pg, 157). Then “S” grabbed the
costume and start pulling and saying, “Mine, mine.” According to the chapter “Ages & Stages-
Two-years olds” in the book Ages and Stages - A brief Overview Birth to 12 Years, two -year-
olds favorite words are “Mine, and “ no” and “I do it.” . (Ages and Stages - A brief Overview
Birth to 12 Years). In this situation, as an authoritative caregiver I would use positive strategy by
state limit. According to Piaget, “the teacher is a guiding mentor, who encourages initiative,
experimentation, reasoning and social collaboration” (Bullard, J., 2010, pg, 11). First, I need to
listen carefully because listening is the first step of problem solving, then state limit effectively.
For example, I have one costume but two children want to wear it at the same time, so I need to
explain a clear and fair reason why “S” has to wait for his turn. It would be very effective if I
say, “S” I know you like lion costume, but your friend gets it first, when your friend will finish
playing with this, you can get your turn”. “It is very important to be clear about what
children may not do, but it is most helpful to focus on what we want children to do”.
(Marion, M., seventh edition, pg, 85). So I redirect him to have monkey costume in the
dramatic area what he can wear while he is waiting for the turn.
ACTIONS
(Clearly discuss your actions, the child’s response and the results of the guidance strategy)
Effective caregiver has to follow a clear, direct, and positive communication style. I follow on-
the-spot guidance strategy. In this situation, I need to state limit effectively and redirect the child
to avoid from unrespectable problem. “Children accept limits much more readily when they
understand the rational behind them (Baumrind, 1996)” (Guidance of Young Children, pg, 88).
When „S‟ grabs the Lion sleeves, I give simple concrete reasons when I state the limit. I said,
“Z” gets it first, when she finished playing with this; you can get your turn”. I also gave him
physical guidance by hug .Two- year- old children is affectionate they like hugs and kisses.
(Ages and Stages - A brief Overview Birth to 12 Years). It seems he understand because he

3. leave lion sleeves. Then I redirected him to take monkey costume. I gave him choice, “Would
you like to get in the costume by yourself or do you want me to help you?” He replies, “I can”.
“Two-year- old often, “interested in learning how to use common items.” (Ages and Stages - A
brief Overview Birth to 12 Years). It appears he is enjoying getting into the costume by trying
repeatedly.
For state limit effectively I am following and doing some important steps:
Speak naturally but slowly enough that a child hears the limit clearly.(This strategy is
appropriate for ”S” because he has limitation in vocabulary).
Use short sentences and concrete words (“Z” gets first).
Use natural, normal sentence (e.g. “You would wait for your turn”)
Tell the children what to do (e.g. “take monkey costume while waiting”)
Be as positive as possible. (I gave “S” physical guidance by hug).
Give short, clear, fair reason for limits. (I told to “S” ”Z” gets first after she finished hers
turn then you will get it).
Give choices when appropriate.( I gave him choice by telling him “Would you like to get in the
costume by yourself or do you want me to help you?”) (Guidance of Young Children, pg, 87).
Reflect
(Specify what went well. Are there some things that you need to change? Why?
STRENGTHS NEEDS
a) I have learned from direct and indirect a) I have to avoid telling children what not to
guidance strategies and techniques how to do.
deal with a child. b) I should not use vague limits because
b) I speak slowly and positive way, so that a children cannot understand it.
child can clearly understand what to do. c) Children cannot understand the meaning of
c) I always give one or two suggestions at a complex or long sentence, so I need to

4. time, so that children can remember and avoid it.
follow it. d) When there is no alternative I need to avoid
d) I always give enough time to finish a task giving choices, for example, I have one
accurately, if not finish accurately then ask lion and one monkey costume; if one child
them to repeat it. takes the lion costume then the other child
e) I always try to offer alternatives whenever must have to take the monkey costume.
possible, it helps a child learn to make
better choice
f) I always use small sentence to tell exactly
what to do.
Discuss the changes that you would make and why you would make them.
If I have to repeat this steps, I would redirect by divert and distract, which an adult immediately
dose something to distract a child from the forbidden or dangerous activity and gets children
involved in a different activity. (Guidance of Young Children, pg, 99).According to Shella
Sullvan class note two-year- child cannot understand turn(ECEP-132)
REFLECTIVE PRACTICE GUIDANCE LOG 2
Date of observation: February 28, 2012.
Guidance Strategy Used: Redirection: substitution
OBSERVATION
(Observe, identify the problem, examine the context of the problem)
Name of the Children: “M” and “A” Date of birth: March 15, 2010 and October 18, 2009
“M” bent beside the car station and picked up a small yellow car from the car station by using

5. her right hand. She placed the car on the slide. She started pushing car through the slide. At that
time, “A” came to the car station and grabbed that yellow car. “M” stood up and kept saying, “I
want it; it‟s mine.” “A” started screaming and said, “No, no, it‟s mine.”
The “context” of the problem:
There are some reasons for this problem:
a) “A” is a two-year-old child and he has limitation to say any word to explain his needs.
We know that a two-year-old child “uses 2-3 word sentences” to convey his or her entire
thought. (Ages and Stages - A brief Overview Birth to 12 Years).
b) A two-year-child usually uses the words “mine”, “no”, and “I do it”. Also, they are very
possessive, they give toys to others but they want it right back. (Ages and Stages - A brief
Overview Birth to 12 Years).
c) There was a limitation of toys in the toddler room, which originated the problem. There
was only one car station in the toddler room.
DECISION
(Choose a guidance strategy from this course that fits with the problem. Clearly state why
the chosen strategy is appropriate for this child/situation)
Based on my observations, the major root of this challenging behaviour is the fact that two-year
olds often “can be extremely demanding”. (Ages and Stages - A brief Overview Birth to 12
Years). Observations showed that “M” was experimenting with a car at the car station. It seemed
she was investigating how the car came down all the way from the top to the bottom over the
slide. According to Piagetian theory, “Children knowledge about the world, always involves
some kind of experience with the world, which helps a child to develop more knowledge.” (Kail,
R. & Zolner, T., 2009, p.158). Direct instruction is very helpful to give on-the-spot guidance. In
this situation, I would apply substitution strategy, which is a kind of redirection and on-the-spot
guidance strategy and it is appropriate for 2 ½ to 3 years olds. Through this strategy, children
learn “how to perform the same activity or type of activity but in a more acceptable and safer
way”. (Marian, M., 2007, p. 343). According to King & Kirschenbaum and Lavallee, Bierman,

6. & Nix, “It is considering the benefits of instructing children in social skills, how to make and
keep friends, how to take another person‟s perspective, how to work cooperatively with friends,
and how to resolve conflicts.” (Marion, M., 2007, p. 20). In the context described above, I
decided to return the car to “M”, give a similar car to “A” and show him how to play the same
activity cooperatively and safely sharing the only slide that was available at the car station.
ACTIONS
(Clearly discuss your actions, the child’s response and the results of the guidance strategy)
In this situation, I used substitution strategy, which is a form of redirection and on-the-spot
guidance strategy. The first step of this strategy was to solve the problem. Vogotsky‟s theories
emphasize identifying an issue and helping a child construct the solution to the problem.
(Marion, M., 2007, p. 299). When “A” grabbed the yellow car from “M”, I returned that car to
“M” and provided “A” with another car of same color and size and showed them how they could
take turn by pushing a car through the slide. Accordingly, “M” and “A” pushed their cars one by
one and played together. It seemed that they understood the system. Vygotsky believed that “A
teacher should intervene in a child‟s interaction with peers when appropriate, that teacher should
be active agent in children‟s social development”. (Marion, M., 2007, p. 299).
I followed these steps in using substitution strategy:
Specify the activity needing a redirection. For example, when “A” grabbed the “M”‟s car,
this activity needs a redirection.
A similar activity or same activity done more safely. For instance, both the children
played the same game at the same car station sharing the same slide.
Present the substitution to the children. For example, I gave a similar car to “A” and
showed how to play cooperatively and safely at the same car station sharing the same
slide.
Be prepared for the child to test your substitution. (Marion, M., 2007, p. 344).
According to Ms Shella Sullvan‟s class note, the children often have difficulty

7. controlling themselves when they are under stress, at that time adults can help them best,
not by punishing, but by recognizing signs of anxiety and stress and preventing over
stimulation and teaching calming techniques. (ECEP-132 class).
As an ECE student, I solved the problem by using „substitution‟ under the redirection
strategy. In addition, I helped them build up social skills of playing co-operatively as well
as safely.
Reflect
(Specify what went well. Are there some things that you need to change? Why?
Strengths Needs
a) I carefully understand the situation. a) Avoid judgment (who get the car first)
b) I specify the car which needs to b) Avoid persuading the child to feel
substitution.
differently.
c) I supervise the activity done more
safely c) Try to understand the situation.
d) I present the substitution to the children d) Avoid ignore to understand feelings.
quickly.
e) Wait until the child finish speaking,
e) I conscious for the child to test my
without interruption then I will explain
substitution.
how we could play together.
f) I explain the children how to change
the way of playing.
Discuss the changes that you would make and why you would make them.
In the future, if I need to solve this type of problem, I would follow „choice‟ strategy, which is
also an on-the-spot guidance. In this context, children are able to play co-operatively by using
different items at the same place. For example, when one child plays with a car on the car
station, another child can play with a car on the floor or the carpet.

8. REFLECTIVE PRACTICE GUIDANCE LOG 3
Date of observation: March 12, 2012.
Guidance Strategy Used: Direct guidance, divert and distract
OBSERVATION
(Observe, identify the problem, examine the context of the problem
Name of the Children: “C” and “J” Date of birth: April 25, 2010 and February 12, 2010
“C” was playing with a big ice cube on which a blue plastic frog was placed. The ice cube was of
partly yellow, partly green and partly red colors, and it was set in a sensory bin. The sensory bin
was placed on the table in the science area. “C” sat on a chair of appropriate size. “J” came to the
table and stood beside “C”. After watching a few seconds, “J” put his right hand in the bin and
held the ice cube that “C” was playing with and kept saying “It‟s my frog”. Then “C” began to
scream loudly saying “No, no.”
The “context” of the problem:
There are some reasons for this problem.
a) “J” is 26 months old and he is a toddler. According to Ms Sheila Sullivan‟s class note, “Toddlers
find it difficult to wait or take turns; they are often impatient.” (ECEP-132 class).
b) Sometimes toddlers are extremely demanding and persistent. (Ages and Stages - A brief
Overview Birth to 12 Years).
c) According to Ms Sheila Sullivan‟s class note, when toddlers are frustrated, they try to create
problems to express their frustration, because they have not yet learned other communication
skills to express his or her reaction (ECEP-132 class).
DECISION
(Choose a guidance strategy from this course that fits with the problem. Clearly state why
the chosen strategy is appropriate for this child/situation)
Diverting and distracting is another form of redirection strategy. I think the divert and distract

9. strategy is appropriate for this observation. According to the book titled Guidance of Young
Children, diverting and distracting is a form of redirection in which an adult immediately does
something to distract a child from forbidden or dangerous activity and then immediately gets the
very young child involved in a different activity. (Marion, M., 2007, p. 99). Vygotsky believed,
“Problem solving was the core of all good scaffolding.” (Marion, M., 2007, p. 299). An
authoritative caregiver has the responsibility to stop young children immediately from doing any
dangerous action by steering towards a different activity and help them engage with that activity.
We should keep in mind he following things:
1) A responsible caregiver understands that he or she performs most ego functions of an
infant or a young toddler.
2) Avoid a power struggle while stopping children‟s dangerous behaviour.
3) Be prepared to act quickly while working with infants and toddlers. (Marion, M., 2007, p,
343).
ACTIONS
(Clearly discuss your actions, the child’s response and the results of the guidance strategy)
In this situation, I followed divert and distract strategy, which is a form of on-spot-guidance
strategy. Young children have short attention span. I took this advantage by employing
distraction strategy to “J” so that he could refrain himself from showing any unacceptable
behaviours. I observed that “J” was very interested in playing with a car. I asked him, “Do you
like the car?” “J” took the car from me and started playing. It appeared to me that he understood
my direction because he placed the car on the slide and started pushing. 2-3 years olds often
“accept suggestions and follows simple directions.” (Ages and Stages - A brief Overview Birth
to 12 Years). By getting something interesting, young children soon forget what he wanted to do
before. When “C” finished playing with ice cube, I invited “J” to play with it, but by this time he
was engaged playing with car and showing no more interest in ice cube play.

10. Reflect
(Specify what went well. Are there some things that you need to change? Why?
Strengths
Needs
Always ready for on-the-spot guidance.
Avoid applying force to distract
Remember “J”‟s interest. (Car)
another play.
Involve “J” with an age appropriate
Avoid vague time.
activity.
Avoid accusing (e.g. questioning like
Show respect to “C” and help him to
“Why do you disturb others?”)
continue playing.
Try to understand the situation.
Tell a child exactly what to do.
Avoid judgment.
Identify the problem.
Be prepared to act quickly.
Offer the game the child is interested in.
Speak naturally as much as I can.
Discuss the changes that you would make and why you would make them.
In the future, when I handle this type of problem, I will follow substitution strategy by providing
another similar ice cube to “J” because this strategy helps children to be more social by playing
with peers and also able to solve the conflict.

11. Self Evaluation
In my placement centre named “Follow The child”, I was working with toddlers. Every day I
gained new experiences about children behaviour and grew through working with them. I
already completed my “Reflective Practice Guidance Logs” assignment and got it signed by my
agency supervising teacher. Before observing children, I requested some parents for their
permission and they accepted my request.
At first, I started to observe children‟s behaviour at different settings, such as spontaneous play
time, lunch time, planned activity time, outdoor playtime etc. My strength was my positive
attitude that helped me to build up a good relationship with them, and I felt comfortable to
observe them. My sincerity also helped me accomplish this assignment on time.
This assignment was a challenging one for me. Sometimes, it was a problem to me to gather all
the information/evidence because toddlers remain always busy. They have really little patients
and they do not want to stick with one toy or play for long. I also followed time management
skills to do this assignment because I had to complete three other assignments in the same week,
so there was a severe time constraint. This was another challenging part.
Throughout the entire process of this assignment, I have learned some important things, such as
children behaviour, demand, emotion etc. By completing this assignment, I have gained more
knowledge about it. I have also learned about children‟s behaviour and development that has
helped me to understand children better. Above all, this assignment was a challenging experience
for me and has inspired me to learn more about children.

12. Bibliography
Robert V. Kail, and Theresa Zolner. Children A Chronological Approach. Toronto:Pearson,
2009. Print.
Bullard, Julie. Creating Environments for Learning. New Jersey, USA: Pearson Education, Inc.,
2010. Print
Marion, Marian. Guidance of Young Children. New Jersey, USA: Pearson Education, Inc., 2007.
Print
“ Ages and Stages: A Brief Overview Birth to 12 Years”