The student teacher observed a problem during outdoor play where a child (N) was throwing sand which could potentially hurt other children. The teacher chose to use the strategy of setting limits to address the issue. The teacher calmly told N to stop throwing sand and provided alternative activities like building a sandcastle. When N continued throwing sand, the teacher set the limit that N would have to leave the sand area if he did not stop. N agreed to stop and began playing cooperatively. The teacher reflected that setting limits was an appropriate strategy but that they could have provided more choices to the child and discussed consequences more clearly if the behavior continued.

1. REFLECTIVE PRACTICE GUIDANCE LOGS
DATE:_ October 15, 2012._ Guidance Strategy Used:__ Setting limits __
OBSERVATION
(Observe, identify the problem, examine the context of the problem)
During an afternoon outdoor play, “N” (3 years and 2 months) was playing in the sand box
with “J” (3 years) and “S” (3 years). “J” was using a small shovel to fill up her bucket with sand,
while “N “was using a tractor to pick up the sand to dump it in the truck that “J” had placed beside
her. Student teacher (I) walked over and asked them what they were going to do with the sand. “N”
replied that they were going to build a house. Then I said, “What else could you use the sand to
make? “J” said, “We can make a sand castle.” Then “J” asked me if I could make her a sand castle.
So that’s what I did; we made a couple of sand castles. However, suddenly I noticed that N was using
the shovel to pick out the sand from the truck and throwing it in the air. I asked “N” to stop throwing
the sand before it got into the other children’s eye. He stopped for a moment and then started doing it
again.
Context of the Problem: Children love to play with sand during outdoor play. As “N” is a
boy, he needs more physical space; as he is full of energy, eager and curios. Moreover, he is
constantly on the move as he easily gets fully interested in things. According to the book titled
Guiding Young Children, “In The Wonder of Boys, Michael Gurian writes, The boy’s brains tries to
recreate itself in the outside world by creating and playing games like baseball and football, etc.- that
fill large spaces and challenge the male brain to hone its skill at moving objects through objects.”
(Reynolds, E., p.194, 201).
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2. 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)
The strategy I chose is setting limits. I chose this strategy because it was appropriate for this
situation because the situation had the potential of becoming a safety issue that could not only be
harmful to the other children but also to him. According to the book titled Guiding Young Children,
“Limits are like that fence. They keep children within the boundary of safety, respect, and
responsibility without trying them down. Limits in a problem solving program are based on
guidelines that encompass program goals: Ensure the safety of each child, Prohibit the destruction of
non-disposable materials and equipment, Ensure individual acceptance of responsibility for one’s
actions, Ensure equal and respectful treatment of all people” (Reynolds, E., p.194, 201). For example,
I said, “N, I understand you are enjoying yourself throwing the sand but it will go into the other
children’s eyes that are around you. So please stop throwing the sand. Why don’t you try to build a
sand castle instead, or we can play a digging game and or do something with the sand.” He said, “I
have an idea.” I said, “Oh, what is your idea?” He said, “A game to see who can dig the deepest.”
Both of us started playing the digging game and soon the other children started joining us. This
strategy was appropriate for the child and the situation because I was giving information to the child
by letting him understand the difference between a rule and a limit through talking to him and giving
him ideas.
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3. ECEP 211 Log template 11F
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4. ACTIONS
(Clearly discuss your actions, the child’s response and the results of the guidance strategy)
As I watched “N” and his friends were playing together in the sand box, filling up a bucket,
and a truck. I saw “N” used the small shovel to pick up the sand from the truck to throw it in the air. I
said to “N”, “I would like you to stop throwing sand before it get in someone else’s eyes. When you
throw sand, it gets in your friends eyes and it hurts.” “N” said, “It will not.” As he continued
throwing sand in the air. I said to “N” calmly but firmly, “If you do not stop throwing sand in the air,
I will have to ask you to leave the sand box because I am afraid someone will get hurt.” “N” looked
at me and picked up a small amount of sand and slowly released it below the height of the truck. I
also said to him, “You can sit beside me until you tell me that you will play with sand without
throwing it anywhere. Then I gave him choice and said “N, do you want to stay with your friends in
the sand area or want to leave? Which one would you prefer?” “All right, Sayeda.” he said, “I will
stop throwing sand.” The whole time I was sitting on the column, which took me down to his level.
Although he was willing not to throw the sand, my eyes were still on him and then I noticed that he
was playing cooperatively with his friends. I said to him, “That’s good, I am so happy to see you
working hard at digging holes. Keep it up.” He looked at me, gave me a little smile and said “Thank
you.” The strategy did work finally after much debate.
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6. Reflect
(Specify what went well. Are there some things that you need to change? Why?
Strength Needs
I have learned about my guidance strategies and The things that I need to work on are that when I
techniques from my class workshop, videos, and said “stop”, I feel I shouldn’t have used this
professor Sheila Sullivan’s class lectures. particular word. I could have used something else
instead.
I have learned various practical guidance
techniques through observing my ECE’s work. I should have set a limit by giving logical
consequences if the child repeated the action
I was very patient.
again.
I got down to the child’s level and made eye
I need to discuss with my ECE supervisor to
contact.
provide children more vigorous activities to let
I spoke calmly but firmly. them be engaged. For example, football, basket
ball, trampoline.
I also calmly acknowledge the child’s feelings
I gave him reason why he should stop throwing I need to give children more space to use their
the sand. judgment, remain authentic, and build
relationships.
I provide choices that were acceptable to both of
us.
Changes
The changes I would implement in this environment are to provide many different types of outdoor
experiences that will not only challenge them but also help grow their interests. In addition, it will also
alleviate their boredom and give them something to look forward and provide more interactions between
the ECE and the children. I would like to provide spaces for basket ball, football, tennis, trampoline, etc.
so that it could meet the physical and social needs of the children.
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7. Changes
The changes I would implement in this environment are to provide many different types of outdoor
experiences that will not only challenge them but also help grow their interests. In addition, it will also
alleviate their boredom and give them something to look forward and provide more interactions between
the ECE and the children. I would like to provide spaces for basket ball, football, tennis, trampoline, etc.
so that it could meet the physical and social needs of the children.
Dear Supervising Teacher: Please read and review each guidance log. For each log, please
select the appropriate box below.
O This log is based on your observations of the student’s actual in practice.
O This log is somewhat accurate.
O This log is not accurate. Please explain:________________________________
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8. Agency Name: _______________________________________
Agency Phone number: ________________________________
ECE name and signature: _______________________________ Date: __________
Thank you.
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