Guidance Log                                       1               Reflective Practice Guidance Log                       ...
Guidance Log                                                                                  2Time: 9:30 AMD.O.B: 12 June...
Guidance Log                                                                                 3I got down to the child’s le...
Guidance Log                                                                                  4 sets an example for the ch...
Guidance Log                                                                                    5Time: February 16, Thursd...
Guidance Log                                                                                 6comfortable. I explained to ...
Guidance Log                                                                                7 close and meaningful relatio...
Guidance Log                                                                                  8Time: February 17, Friday 3...
Guidance Log                                                                                    9Child responseJeremiah ma...
Guidance Log                                                                                  10 over one thing. It avoids...
Guidance Log                                                                                      11                      ...
Guidance Log                                                                         12                                   ...
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Guidance

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Guidance

  1. 1. Guidance Log 1 Reflective Practice Guidance Log Lekha Rajiv Professor L. Bennet Guidance and the Individual Child ECEP 132, Section 002 4 March 2011
  2. 2. Guidance Log 2Time: 9:30 AMD.O.B: 12 June 2010Child’s name: KairoObserver name: Lekha RajivSetting: Indoor to outdoor play groundContext: Child taking off the mittens outdoors. Part 1-Objective Observation (Clearly identify the problem. Examine the “context” of the problem)Date: 23 February ,2011On the 23rd of February, Thursday at 9:30 AM, the children were taken outside foroutdoor play. Toddlers were dressed up with coats, snow pants, caps, mittens and bootswith the help of teachers. The teachers also dressed up in winter clothes to model forchildren. The teachers asked the children to form a line and walk slowly. When theyreached the playground the ECE asked them to sit first and then she called the names ofthe children one by one. After that, the children started playing. While Kairo was playing,he kept taking off his mittens of both his hands in the cold. I got down to his eye-leveland asked him to leave the mittens on by telling him “I am worried about your handsbeing cold.” I also said “if you put your mittens your hands will be warm.” I showed himmy mittens and told him “my hands are warm because I am wearing mittens.” Kairolooked at my mittens and started to put his mittens on and I helped him. Part 2- Decision (Clearly identify the guidance strategy and state why the chosen strategy is appropriate for this child/situation)I used the modeling and imitation strategy here to show Kairo the importance of wearingmittens in the cold weather. This guidance strategy is developmentally appropriate fortoddlers. According to Bandura the modeling strategy is based on the child watching theadult and the child follows their activity (Marion, 2011, pp.132). For Bandura, a “childcan learn something just by watching it” (Marion, 2011, pp.132). By setting the rightexample, the child follows you. The teacher becomes the role model for the child. I usedthis authoritative style of care-giving in this scenario because it helps children safe andsecure (Class Handouts, January 15 2012). When the child performs something learnedthrough modeling, the child imitated the behavior. Imitation is “performing an actionmodeled by someone else (Marion, 2011, pp.132). When the teachers models an activity,the child learns it and while performing the act the child imitates the teacher. Part 3-Action (Clearly discuss your action, the child’s response and the results of the guidance strategy)Action
  3. 3. Guidance Log 3I got down to the child’s level to keep eye contact. I used positive wording without usingthe word “don’t” to explain to Kairo about mittens keeping hands warm. I used phraseslike “you can keep your hands warm by putting on mittens” instead of “don’t removeyour mittens!” is better. Positive wording works extremely well with children. I usedshort and specific sentences without complicating things. This simple sentence helpedKairo to understand my points easily.Child responseKairo maintained eye contact with me when I got down to his level. He listened to mywords and put his mittens on without any problem with a little help from me. This meanshe understood my words.Result of strategyThe guidance strategy of modeling worked well and Kairo put his mittens on without anyhesitation. Kairo responded favourably to my words by putting on his mittens. Part 4-Reflection (Clearly discuss your strengths and needs and the changes that you would make if needed) Strengths Needs I used positive wording to communicate I always need to model to the children with the child. positively to ensure the child follows the I used simple, short and specific sentences activity or the action properly. for the child to understand better. I always need to use positive wording and I used modeling as the guidance strategy communication to maintain meaningful to help the child. This strategy conversation with the child. implemented by Albert Bandura is based I always need to keep eye ball to eye ball on the child watching the adult and contact. following their activity (Marion, 2011, I need to build trust with the child. I pp.132). should foster a relationship with children I got down to the child’s level maintained and try to sustain the relationship. eye contact throughout the conversation. I need to initiate conversations. I need to I remained calm throughout the look for the quiet child and initiate conversation to make the child at ease. conversations with them and try to keep them engaged. The most important thing I have learnt about guiding children is the importance of modeling for children. Children listen if the instructor is following the instructions themselves. For example, Kairo listened to me because I modeled properly by wearing mittens while outdoors. By using respectful language and positive wording like “you can keep your hands warm by putting on mittens” instead of words like “don’t remove your mittens!” which upsets the children, positive wording could be used to promote self-esteem and make the child feel better. I worked in particular with Kairo about the mittens issue. However, by modeling the right actions the children (group) would be able to imitate the right actions such as not taking off mittens during the winter while outside. By using modeling and positive wording strategies to the child the teacher
  4. 4. Guidance Log 4 sets an example for the child to become pro-social. For example, by using positive wording to the child, the child in turn uses positive wording in his/her interactions with other people. By helping Kairo, I have created a good relationship with him. Good relationships can be created if the teacher is calm and talks to the child with respect. The teacher also needs to model positive behavior to the children. Positive wording helps the children to understand better without fear and with a sense of security. This helps to create meaningful relationships with children. Discuss the changes that you would make and why you would make them. In order to deter children from removing their mittens outdoors during cold weather, I would use a prevention strategy by singing “keep your mittens on to keep your hands warm” to hold their attention and so that the children won’t remove their mittens outside. Likewise, the use of stories and story books related to the topic of winter and winter-clothing will help the children to understand the importance of proper-winter clothing. The stories will help the children to remember and recall the importance of proper winter-clothing, so they will remember never to take off their clothing while outdoors during the winter. This is an example of memory development through the use of stories and songs (Marion, 2011, pp.132). Since, I am only at the centre for two days; my information on the children is limited. I will ask the ECE for more information to understand the child better. Supervising ECE Signatures:Dear ECE Supervising Teacher: Please read and review the guidance log and select theappropriate box below to assist us in grading this assignment. Thank you! o The log is accurate and based on observations o The log is somewhat accurate. Please explain: ______________________ ______________________________________________________________ o This log is not accurate based on observations. Please explain:_______________ ___________________________________________________________________ECE Signature: ____________________ Agency name: _______________________Agency Phone Number: ______________________
  5. 5. Guidance Log 5Time: February 16, Thursday, 10 A.M.Name: Luna and AnniyahD.O.B: May 4 2010, March 21 2010Observer: Lekha RajivSetting: Toddler roomContext: Children fighting over a doll Part 1-Objective Observation (Clearly identify the problem. Examine the “context” of the problem)Date: February 16, 2012. Thursday, 10 A.M.On the 16th of February, Thursday morning at 10 A.M. in the toddler room, I was playingand interacting with children in the dramatic play area of the room. I observed Luna takea doll and put it onto the carpet and covered the doll using a scarf. Anniyah came andtook the doll and the scarf. Both of them were pulling the doll and the scarf saying“mine” and “no.” I went to the dramatic play area where Luna and Anniyah were pullingfor the doll. I bent down to meet their eye level and requested Anniyah and Luna to be“gentle with your friend.” I explained to Anniyah that Luna took the doll first so give it toher and I can give you another doll. Anniyah agreed and she gave the doll back to Luna. Igave Anniyah another doll and she smiled and started to play with the new doll. Part 2- Decision (Clearly identify the guidance strategy and state why the chosen strategy is appropriate for this child/situation)I used the substitution as redirection guidance strategy. This strategy is developmentallyappropriate. Toddlers often say words like “mine” and “no” (Ages and Stages: A BriefOverview, Two-Year Olds). “Substitution as a form of redirection in which an adultshows a child how to perform an activity or type of activity in a more acceptable or saferway” (Marion, 2011, pp.132). This redirection strategy helped me to distract Anniyah andhelped to avoid inappropriate behavior (Class handouts, February 22, 2012). The use ofthis strategy gave Luna and Anniyah both what they wanted. By substitution Anniyah gotto play with a doll and Luna got to play with her doll. Part 3-Action (Clearly discuss your action, the child’s response and the results of the guidance strategy)ActionI got down to the level of the children and kept eye contact.I used positive wording withphrases like “please be gentle to your friend” instead of “don’t take the doll from her!”Positive wording makes the child feel comfortable and it also teaches respectable andgood behaviour. I kept calm and composed while talking to Anniyah and made her feel
  6. 6. Guidance Log 6comfortable. I explained to her calmly that Luna took the doll first so she would havegive back the doll in order to get another one.Child responseAnniyah maintained eye contact with me when I got down to her level. She listened tomy words and gave back the doll to Luna. This means she is comfortable with me. Sheagreed with me and understood my words.Result of strategyThe guidance strategy of substitution as redirection worked because Anniyah gave backthe doll to Luna and she played with her own doll separately. The strategy was a success. Part 4-Reflection (Clearly discuss your strengths and needs and the changes that you would make if needed) Strengths Needs I got down to the child’s level maintained I need to build trust with the child. I eye contact throughout the conversation. should foster a relationship with children I remained calm throughout the and try to sustain the relationship. conversation to make the child at ease. I always need to use positive wording and I used simple, short and specific sentences communication to maintain meaningful for the child to understand better. conversation with the child. I used positive wording to communicate I need to initiate conversations. I need to with the child. look for the quiet child and initiate I used the substitution as redirection conversations with them and try to keep strategy to avoid problems and to deter them engaged. the child from inappropriate behaviour. I always need to model to the children positively to ensure the child follows the activity or the action properly. I always need to keep eye ball to eye ball contact. The most important thing I have learnt about guiding children is about the importance of substitution. Children could be distracted and redirected. This is essential to solve conflict between children. By using positive wording and speaking kindly and respectably by using phrases like “please be gentle to your friend” instead of “don’t take the doll from her!” makes sure the child will feel comfortable interacting with you. By speaking respectfully and kindly to children, they gain trust in you. The substitution as redirection strategy gives every child what they want. This method is good to gain the trust of the children. Substitution as redirection makes sure that the children get what they want instead of fighting with each other one item. Redirection helps the children to become friends again and not quarrel over the same thing. This helps to improve the pro-social behavior of the children. I develop meaningful relationships with children because I use positive wording and I speak respectfully to children. I make sure the children get what they want through strategies like substitution as redirection. Since the children get what they want, they can develop a
  7. 7. Guidance Log 7 close and meaningful relationship with me. Discuss the changes that you would make and why you would make them. If I could make changes, I would give the child another choice to make along with the substitution as redirection strategy. Choices are when the ECE provides two options to the child and allows the child to make a decision. Making choices is a choice which the children need to be taught. Allowing choices help to build self-esteem of children. For children, being able to practice making choices and decisions as a child helps them develop an important life skill (Class Handouts, February 22, 2012). I would give Anniyah two choices: return the doll to Luna to get another doll or wait for her turn to play with the doll by taking turns with other children. Indirect guidance using the materials and props in the environment could be used to solve conflict. The availability of other dolls makes substitution easier. Taking turns with other children helps the child to learn co-operation and patience. This would give Anniyah a chance to make her own choice and also helps her to co-operate with other children and develop her pro-social behaviour. Supervising ECE Signatures:Dear ECE Supervising Teacher: Please read and review the guidance log and select theappropriate box below to assist us in grading this assignment. Thank you! o The log is accurate and based on observations o The log is somewhat accurate. Please explain: ______________________ ______________________________________________________________ o This log is not accurate based on observations. Please explain:_______________ ___________________________________________________________________ECE Signature: ____________________ Agency name: _______________________Agency Phone Number: ______________________
  8. 8. Guidance Log 8Time: February 17, Friday 3 P.M.Child’s name: Kairo and JeremiahD.O.B: 12 June 2010, 3 July 2010Observer’s name: Lekha RajivSetting: The toddler roomContext: Children fighting over toys Part 1-Objective Observation (Clearly identify the problem. Examine the “context” of the problem)Date: February 17, Friday, 3 P.MOn Friday, February 17, at 3 P.M., the toddlers were playing with blocks in the blockarea and I was interacting and playing with the children. I observed Kairo taking a toydrum from the shelf and was going to play it. Jeremiah came and started to pull the drumaway from Kairo. Jeremiah was pulling the drum from Kairo’s hands and Kairo wassaying “mine mine.” I reached the spot and got down to the eye level of the children andtold Jeremiah to “look at the yellow colour school bus.” I started to sing “Wheels on thebus go round and round” and Jeremiah to the area where the bus was kept. We sang andwe played with the school bus together. Part 2- Decision (Clearly identify the guidance strategy and state why the chosen strategy is appropriate for this child/situation)I have used the Redirect strategy to divert and distract children. “Diverting andDistracting is useful with toddlers. Redirection in which an adult sidetracks as a toddlerfrom one activity and steers him to safer activity” (Marion, 2011, pp.132). Toddlers oftenuse “mine and no” (Ages and Stages, Two-years olds) in this age. This strategy helps todivert and distract children from inappropriate behaviours. This strategy helped me todivert and distract Jeremiah and do other things. Part 3-Action (Clearly discuss your action, the child’s response and the results of the guidance strategy)ActionI got down to the level of the children and kept eye contact. I used positive wording withphrases like “please be gentle to your friend” instead of “don’t take the drum from him!”Positive wording makes the child feel comfortable and it also teaches respectable andgood behaviour. I used phrases like “let’s play together Jeremiah” and “let’s play with theyellow school bus” to gather the attention of the child. I kept calm and composed whiletalking to Jeremiah and made him feel comfortable.
  9. 9. Guidance Log 9Child responseJeremiah maintained eye contact with me when I got down to his level. He listened to mywords and gave back the drum to Kairo. He agreed with me and therefore he understoodmy words.Result of strategyThe guidance strategy of divert and distract as a redirection worked because Jeremiahlistened to my song and began to start playing with the yellow school bus. Therefore, thestrategy was a success. Part 4-Reflection (Clearly discuss your strengths and needs and the changes that you would make if needed) Strengths Needs I used simple, short and specific sentences I always need to keep eye ball to eye ball for the child to understand better. contact. I used positive wording to communicate I need to build trust with the child. I with the child. should foster a relationship with children I got down to the child’s level maintained and try to sustain the relationship. eye contact throughout the conversation. I always need to model to the children I remained calm throughout the positively to ensure the child follows the conversation to make the child at ease. activity or the action properly. I used the divert and distract strategy to I always need to use positive wording and avoid problems and to deter the child communication to maintain meaningful from inappropriate behaviour. conversation with the child. I need to initiate conversations. I need to look for the quiet child and initiate conversations with them and try to keep them engaged. The most important thing I have learnt about guiding children is about the importance of creating diversions and distracting children to avoid conflict and inappropriate behavior. I used this strategy to success with Jeremiah because I knew he was interested in cars and toys with wheels. When he was pulling for the drum with Kairo, I diverted him to another toy and he listened to me and began to play with me. By using positive wording and phrases like ““please be gentle to your friend” instead of “don’t take the drum from him!” is good for the self-esteem of the child. The child feels respected when the teacher is not yelling at them. Praising the child after the child listens to you is another way to increase the self-esteem of the child. These methods help to increase the self-esteem of the child. By speaking respectfully and kindly to children, they gain trust in you. The divert and distract as redirection strategy gives lets every child do something they enjoy. For example, although Jeremiah couldn’t play with the drums at that time he still played with the yellow school bus which he enjoys to do. This method is good to gain the trust of the children. Divert and distract as redirection makes sure that the children get what they want instead of fighting with each other one item. Redirection helps the children to become friends and not quarrel
  10. 10. Guidance Log 10 over one thing. It avoids confrontation and argument between children. I used the divert and distract as redirection strategy and this eased out the argument between Kairo and Jeremiah for the drum. This strategy helps to improve interaction between children and eventually the pro-social behavior of the children. I develop meaningful relationships with children because I use positive wording and I speak respectfully to children. I make sure the children get what they want through strategies like divert and distract as redirection. Since the children get what they want or what they like to do, they can develop a close and meaningful relationship with me because they are not upset. Discuss the changes that you would make and why you would make them. If I could make changes, I would give the child another choice to make along with the divert and distract as redirection strategy. Choices are when the ECE provides two or more options to the child and allows the child to make a decision. Making choices is a choice which the children need to be taught. Allowing choices help to build self- esteem of children. For children, being able to practice making choices and decisions as a child helps them develop an important life skill (Class Handouts, February 22, 2012). I would give Jeremiah two choices: return the drum to Kairo to and play with another instrument or to wait for his turn to play with the drum by taking turns with other children. The use of materials and props could be used to solve the conflict. Since, there is only one drum in the class a substitution as redirection strategy could be used. Taking turns also fosters co-operation and patience among children. This would give Jeremiah a chance to make his own choice and also helps him to co-operate with other children. Supervising ECE Signatures:Dear ECE Supervising Teacher: Please read and review the guidance log and select theappropriate box below to assist us in grading this assignment. Thank you! o The log is accurate and based on observations o The log is somewhat accurate. Please explain: ______________________ ______________________________________________________________ o This log is not accurate based on observations. Please explain:_______________ ___________________________________________________________________ECE Signature: ____________________ Agency name: _______________________Agency Phone Number: ______________________
  11. 11. Guidance Log 11 Self-EvaluationThrough this assignment I have developed a good understanding of application of positiveguidance strategies. I have learned both direct and indirect guidance strategies appropriate to thedevelopment of children. I have developed good observation skills with which I am able tonotice conflict. I am able to step in and solve conflict using guidance strategies.Although enjoyable, the assignment was time-consuming in nature. Answering the questionstook a lot of time. The assignment was also quite challenging. To avoid the challenge and raceagainst time, I will have to make better references from the textbook, and make better notes toanalyze data. Through this method, I would be more efficient and better suited to finish theassignment next time.
  12. 12. Guidance Log 12 ReferencesAges and Stages: A Brief Overview, Two-Year OldsClass Handouts, February 22, 2012Marion,M. (2011). Guidance of Young Children. Upper Saddle River, New Jersey, USA; Pearson Education.

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