Guidance logs assignment(loris)

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Guidance logs assignment(loris)

  1. 1. 1Running Head: REFLECTIVE PRACTICE Reflective Practice Assignment Junnifer Villanueva Loris Bennett Guidance and the Individual Child ECEP-132 April 4, 2012
  2. 2. 2REFLECTIVE PRATICE Part 1- Objective ObservationTime: 10:30 a.m.Date: February 23, 2012Date of Birth: November 16, 2010Child Name: Finley AgnantObserver’s Name: JunniferSetting: Play area in the roomContext: Benjamin took away the book I was reading for Finley. At 10:30, February 23rd, the children were playing in the play area and I was sitting on themat and on my right side was a tray of books. I observed Finley, she was taking the books andshe picked up the Quack, Quack book and she gave it to me. She sat on my lap and I read thebook to her and I asked her to flip the pages, and she used her forefinger. It appears that Finleylike the story because she was listening and responding by following my instruction. She hadexperienced the fine motor development by flipping the pages. Benjamin who was sitting closeto Finley was playing a car. Benjamin moved close to Finley and took away her book that wewere reading. She reacted by pulling back the book.
  3. 3. 3REFLECTIVE PRATICE Part 2 - Decision I would use redirection as my guidance strategy to distract Benjamin. I will tell him to playwith the car and show him how to make the car move or run to divert his attention. According toPiaget, “In tertiary circular reaction (12-18 months) children begin a period of trial-and-errorexperimentation during the fifth substance. For example, a child may try out different sounds oractions as a way of getting attention from a care giver”. Retrieved fromhttp://psychology.about.com/od/piagettheory/p/sensorimotor.html In this situation, Benjamin’s way of getting attention was taking the book away from Finley.This is part of the child’s development. Another theorist that will link to this situation is LevVygotsky and according to Lev Vygotsky (1978), much important learning by the child occursthrough social interaction with skillful tutor. The tutor may model behavior and/or provide verbalinstructions for the child. Vygotsky refers to this as a co-operative dialogue. The child seeks tounderstand the action or instructions provided by the teacher or parent then internalize theinformation, using it to guide their own performance. Retrieved fromhttp://www.simplypsychology.org/vygotsky.html Diverting and distracting strategy is appropriate for this situation because it is helpful for theyoungest children. Diverting and distracting is a form or redirection in which an adultimmediately does something to distract a child from the forbidden or dangerous activity. Theadult then gets the very young child involved in a different activity (Marion, 2011, p132).
  4. 4. 4REFLECTIVE PRATICE Part 3-Action To apply the redirection and distraction strategy, I will get down to his level and I will tellBenjamin to play with the car. By showing him how to play with the car like making it run,pushing to make it move or open the car doors. I will hold his hand and demonstrate to him howto push the car. I will get to his level and have eye contact in giving him the instruction. I willkneel down the floor for flexibility in moving from one place to the other. Benjamin’s attentiontowards the book was diverted on the car and he was playing with it. It seems that the strategy Iapplied work with this particular situation. Part 4 – Reflection Strengths Needs Got to the child’s eye level and make I need to role model to the children in eye contact. order for them to understand. I am comfortable on one-on-one I need to be more confident when interaction compared to small groups. solving the problem. I used a firm voice. .I need to learn and practice the different positive guidance strategies.
  5. 5. 5REFLECTIVE PRATICE Part 5Discuss the changes that you would make and why you would make them.The changes I will make is to provide choices to Benjamin. I will give him the choice to playwith the car or join with Finley while I read the book to them. By offering choices it will helpchildren develop independence and making wise choices is a skill we have to teach youngchildren. They will be able to develop their self-esteem in practising making choices. Providingchoices is appropriate to all ages.Relationship with Children:a. Explain the most important thing you have learned about guiding children and how youlearned it.The most important thing I learned about guiding children is that there are many positiveguidance and discipline strategies to use depending on the situation. I learned it from the classand apply it in the placement, and using direct and indirect strategies in guiding the children.Another thing is we are not allowed to use Time Out instead use Renewal time to children and bean authoritative teacher.b. Describe your ability to promote the self-esteem of children and provide supportingexample.
  6. 6. 6REFLECTIVE PRATICEBy offering choices and giving the child the chance to make decision is one way of promotingself-esteem to the child. Deciding what to choose is a skill that the child needs to develop.c. Describe how you worked with children, both on one-to-one basis and with small groupsof children.On one-on-one basis, I go down to the child’s eye level. I engage in play by talking and askingopen-ended questions with the child. I use positive words and calm voice. I used guidancestrategies like redirection, calming technique, giving choices whenever possible and ignorebehavior. In small group of children, I engaged with each activity. For example, in the play area with 8-9children, when 1 child is playing with ball I will bounce/roll/throw the ball. The other child isplaying with the push toy, I will talk to them on what they are playing, and this is more onspontaneous activities.d. Explain how the corresponding artifact/sample represents your ability to developmeaningful relationships with children.Artifacts like pictures and posters showed how much you engaged with the children thus creatinga meaningful relationship. Children’s documentation like art work and the planning sheet Iprepared are strong evidence to prove that the activities are developmentally appropriate.
  7. 7. 7REFLECTIVE PRATICE Part 1 Objective ObservationTime: 10:00Date: February 24, 2012Date of Birth: December 17, 2010Child Name: Jelicia JacksonObserver Name: JunniferSetting: Place near the cubbies and table where the children eat lunchContext: Jelicia has an attachment behavior and she cried and cried when mommy leaves the center. Last February 24, 2012, Thursday at 10:00 a.m. I observed Jelicia upon her arrival to thedaycare. Mommy carried her when they enter the room. She was not crying. Mommy took offJelicia’s jacket and put her on the chair while she was putting her milk, juice and yogurt in thefridge. At this point, she started crying and mommy bade her goodbye and left. She continued tocry and cry.
  8. 8. 8REFLECTIVE PRATICE Part 2 – Decision For the first few minutes, I would ignore her crying hoping she will stop. She stillcontinued to cry and cry, so this time I would use calming technique. I will take her and let hersit on my lap and hold to comfort her. Talking and telling her that mommy will come in theafternoon to pick her up. Calm down and you can play with the other children. According to John Bowlby, he was the first attachment theorist, describing attachment as“lasting psychological connectedness between human beings” (Bowlby, 1969, p.194). Bowlbybelieve that the earliest bond form by children with their caregiver have a tremendous impactthat continuous throughout life. According to Bowlby, attachment also serves to keep the infantclose to the mother, thus improving the child’s chances of survival. Retrieved fromhttp://psychology.about.com/loveandattraction/a/attachment01.htm Calming technique is appropriate for chronic crying child. The child will feel the comfortand assurance from you by holding her and talking to her. Children often have difficultycontrolling themselves when they are under stress or when they are anxious. We can help thembest, not by punishing, but by doing the following: recognizing signs of anxiety and stress;preventing over stimulation and teaching calming techniques (Marion, p.140).
  9. 9. 9REFLECTIVE PRATICE Part – 3 Action I took Jelicia from where she was sitting and let her sit on my lap. I wiped her tears and wetface from crying. I told her to calm down, you are fine. You can play with your friends. I offeredher some toys that she might like to play. She was still crying. I tried to sing row, row, row yourboat to all the kids in the room. Jelicia was looking at the other children who were shaking theirshakers following me as I sang to them. She stopped crying and observed the other children butshe was still sitting on my lap. I noticed that she felt okay. I put her down and she started playingby herself. The calming strategy works in the situation because she was held by me, meaning she feltsecured. During transition time from play to eating, the staff will be divided into two because 2staff will feed and I will be engaged in playing with the children while they are waiting for theirturn in eating lunch. Jelicia is a type of child who needs to warm up with the environment andcaregivers. Part- 4 Reflection Strengths Needs I have a positive attitude through both I need more verbal guidance practice.
  10. 10. 10REFLECTIVE PRATICE words and actions. I need a firm and loud voice to get the Positive relationship with the children. children’s attention. They automatically like me. Require more experience in handling I have good interpersonal and teaching the situation. skills. Part 5Discuss the changes that you would make and why you would make them. Given the chance to do again, maybe I will to try change the environment to promotebehavior changes by taking Jelicia for a short walk inside the center. I will take her to thekitchen and we will get the spoon or bowl for snacks. In this way her mind will be distracted andshe might stop crying. Touring or showing to her other places in the center like the toddlerrooms, office and kitchen; she will learn and familiarize the center’s environment.
  11. 11. 11REFLECTIVE PRATICERelationship with children:a. a. Explain the most important thing you have learned about guiding children and howyou learned it.The most important thing I learned about guiding children is you must be very patient, firm andaffectionate too. Some children have chronic crying and as an adult or caregiver we mustunderstand the reason why the child is crying. Using firm voice in giving instructions andunderstanding the child’s feeling is also important and I learned it through practice, practice andpractice.b. . Describe your ability to promote the self-esteem of children and provide supportingexample.In order to promote self-esteem of the children we need to provide an authoritative care givingstyle. Authoritative caregivers are demanding in an appropriate way. They are highly responsiveto what the children need (Marion, 2011, p.178).c. Describe how you worked with children, both on one-to-one basis and with small groupsof children.I used calm voice and give firm instructions to children in working with them both in one-on-oneand small groups.
  12. 12. 12REFLECTIVE PRATICEd. Explain how the corresponding artifact/sample represents your ability to developmeaningful relationships with children.Artifacts and samples are proofs for documentation showing what the children have done andlearned. Interacting and engaging with the children represent my ability to develop meaningfulrelationship with them. Part 1 – Objective ObservationTime: 9:45 amDate: March 2, 2012Date of Birth: December 10, 2010Child Name: Benjamin GourdetObserver’s Name: JunniferSetting: On the table doing an art activityContext: Benjamin was sitting on a chair and scribbling his crayon on a paper that was taped on the table. Yashwen who was sitting next to him took the colored plastic (round shape) away from Benjamin, so he took it back and made Yashwen cry.
  13. 13. 13REFLECTIVE PRATICE One morning the ECE in the center was setting up an art activity. She taped a paper on thetable and ties the crayon with a string. She also put a colored plastic (round shape) on the tablefor the children to look and experienced seeing all things in red through the plastic. Benjaminwas doing the art by scribbling the crayon on the paper. He was also looking at the coloredplastic, looking at the other children. Yashwen who was sitting next to him took away thecolored plastic he was looking. Benjamin took it away from Yashwen , thus making him cry. Iwas observing both Yashwen and Benjamin doing their activity with the ECE. When thissituation came in, I talked to them and I apply my guidance strategy. Part 2 – Decision The decision I used was giving information on sharing. Giving information on sharing iswhen you tell a child about how to share with each other by taking turns in looking at the coloredglass. This means Benjamin will look first and when you are done, and it will be Yashwen’sturn now. The process will be you look first and I will look next and vice versa until you arefinished. Consider teaching children real skills as a way of giving them positive socialexperiences with others. For example, how to ask for something, they might need to learn how totake turns, how to enter a group, or how to respond to someone’s anger (Marion, 2011, p182). Iwould also use another strategy which is modelling. According to Bandura, “Most human
  14. 14. 14REFLECTIVE PRATICEbehavior is learned observationally through modeling: from observing others, one forms an ideaof how new behaviors are performed, and on later occasions this coded information serves as aguide for action.” Retrieved from http://www.learning-theories.com/social-learning-theory-bandura.htmlShowing or modelling the children on how to share is another strategy that I can use in thissituation and it is age appropriate. According to Lev Vygotsky, any guidance strategy based on his theory relies heavily onadult-child dialogues, talking about tasks that a child can accomplish with adult help. Childrengradually learn how to control their own behavior when adult scaffold their understanding ofsocial interaction (Marion, 2011, p.40). Part 3 – Action I walked down to Yashwen and got down to his eye level and made an eye contact and toldhim that Benjamin was looking at the colored glass first. I told both of them to share, Benjaminwill look at the colored glass first and I will watch them and if Benjamin will not share I will tellhim that it is Yashwen’s turn to look now, be. I will model to them the process of sharingbecause they might not understand it yet. Share the colored glass because we only have one inthe room. Learning how to share is a good practice and it will make both of you happy.
  15. 15. 15REFLECTIVE PRATICE Part 4- Reflection Strengths Needs Used firm voice. Need more verbal guidance practice. Got to the child’s eye level and make Need more confident in solving the eye contact. problem. Solved the problem in a positive way. Require more experience in handling Reacting to the situation. the situation. Part 5Discuss the changes that you would make and why you would make them. Given the chance to change I will try to offer choices. I will give Benjamin the choice toplay with a car or play with the colored glass? Offering him choices and let him decide is animportant skill a child should develop. Redirection is another strategy I can use. Giving him a toy
  16. 16. 16REFLECTIVE PRATICEto play is redirecting him and distracting his attention so he will forget to look for the coloredglass, then Yashwen can play with it.Relationship with Children:a. a. Explain the most important thing you have learned about guiding children and howyou learned it.Another important thing I have learned in guiding children is eye contact. Get down to thechild`s level in talking or giving instruction. Through eye contact they will understand you andthey will be able to follow.b. . Describe your ability to promote the self-esteem of children and provide supportingexample.In order to promote self-esteem to the children acknowledge both pleasant and unpleasantfeelings. For example, a child is jealous of a new baby brother. This child is experiencingunpleasant experience, acknowledged him and he will feel better.c. Describe how you worked with children, both on one-to-one basis and with small groupsof children.
  17. 17. 17REFLECTIVE PRATICEI used positive guidance strategy in working with children both in small groups and one-on-one.d. Explain how the corresponding artifact/sample represents your ability to developmeaningful relationships with children.Artifacts and samples represent the product of my activities. It will show what the children do,how they do, the lesson they get and other things will be captured by the pictures as a proof ofthe activity. Self-Evaluation I have learned a lot through completing the guidance log assignment. I have worked withmany children and I have learned that it is not easy guiding children. It takes a lot of patience andpractice in guiding them. In this assignment I learned that there are many different direct andindirect guiding strategies we can use. Some strategies are appropriate to infants and toddlerslike diverting and distraction while others applies to older children like substitution, renewal timeand others. Every child is unique so different strategy will suit each child’s situation. I need topractice, practice and practice to get more experience.
  18. 18. 18REFLECTIVE PRATICE Referenceshttp://psychology.about.com/od/piagettheory/p/sensorimotor.htmlhttp://www.simplypsychology.org/vygotsky.htmlhttp://psychology.about.com/loveandattraction/a/attachment01.htmhttp://www.learning-theories.com/social-learning-theory-bandura.htmlMarion, Marian. Guidance of Young Children. (2011).Eight Edition, Pearson Education, Inc. , Upper Saddle River, New Jersey 07458. pp.40, 132,140,182.

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