CHDV 110 Principles and Practices

Guidance Scenario Assignment

Name: Stephanie Moreno

Date: __Monday, April 22, 2013

Instructor: ___Sandy Visser

Victor Valley College

Scenario 1: Julia put down the Lion King book for a minute so she could go to the bathroom and when she came back Lisa was reading it. They are now pulling on the book and getting angry. How would you respond? What guidance tool would you use? Why did you choose this tool? The guidance tool I would use is to approach Julia and Lisa without being overdramatic, just walk towards them, kneel to their level and start communicating with them. The first tool I would use is letting the children express their feelings followed by conflict resolution. According to (Feeney et al.) " help children to identify and acknowledge their feelings before helping them learn to resolve conflicts" (pg.204). The next tool I would use is reinforcement. When the children reach a solution to the conflict I would respond with a smile. Encouraging Julia and Lisa that they successfully learned how to solve their own problems. Feeney et al. (2012) found "provide social reinforcement to children for desired behavior" (pg. 221) Giving a detailed description of the steps you would take in using the guidance tool, including specific language you would use and how the child(ren) might respond each step of the way. As I reach over to the girls destination I would squat down to their level and be between Julia and Lisa. Also grab the book away from the two girls. I would say, "Julia and Lisa what is the matter? I can see that you girls are angry, lets calm down first, and then tell me what has happened." Julia might say Lisa stole her Lion King box and say "It's mine, not Lisa's." I would reply " Lisa do you want to read the book?." Lisa might say "Yes" or nod her head. "Girls you need to figure out a plan to solve this problem. How are you guys solving the problem?" Lisa might say " I could let Julia read it first and me next." "Yes, girls I think you can take turns reading the book. How is having ten minutes for Julia and Lisa sounds?'' They might say "Yes" and I would hand the book back and give a smile to Lisa for solving the problem and Julia for cooperating. Also adding " You girls thought of a solution to the problem all by yourselves." Feeney et al.(2012) found "If the teacher is always going to solve problems for the child, they will neither learn or motivated to do so" (pg. 205). What short term and long terms Goals for guidance would you be supporting with your choice of guidance tool? Short term goals: When I asked the girls I first acknowledged their feelings and having them tell me the situation. They are breaking the event step by step and expressing their emotions as well. They have the experience to reach for a solution and talking about it can lead them to getting something that really matters to them. Long term goals: The children are not hesitant to express themselves and know how to handle any tough conflicts that can affect their lives in the future.

Scenario 2: John and Sara have discovered that they can make small balls with play dough and sling them across the room with their plastic spoons so they stick to the wall. They think it is very funny! How would you respond? What guidance tool would you use? Why did you choose this tool? The guidance tool I would use is to take action toward their misbehavior. Not blaming John and Sarah or forcefully removing them from their activity but using I-Message. According to (Feeney et al.) a child's behavior will stop or change when they are aware that their actions causes problems. The next tool I would use is redirection. Though the children are enjoying slinging play dough balls across the room it's not safe for indoor play and it could potentially harm other students in the room. So I would offer another similar alternative that does not remove their enjoyment. Feeney et al. (2012) found "redirection respects children's focus and energy while helping them to engage in an activity that is acceptable and appropriate" (pg. 211). Giving a detailed description of the steps you would take in using the guidance tool, including specific language you would use and how the child(ren) might respond each step of the way. As I approach John and Sarah I would respond, " I see that you both are using plastic spoons to sling play dough across the room, when you are doing that It makes me feel embarrassed because you both are leaving a messy for the custodian and its hard work for them to clean play dough." The children may stop once they realize the effect it has on me. But I would add on to say " John and Sara you really enjoyed slinging play dough? They might say, "Yes, teacher." Well let's go outside and throw a bouncing ball to a wall." They may follow me outdoors and play with me. Once they play outdoors with the ball they think this activity is as funny when they played with play dough. Feeney et al. (2012) found "devoting less time managing and more time on your relationship and learning experiences with the child." (pg.208). What short term and long terms Goals for guidance would you be supporting with your choice of guidance tool? Short term goals: Having the children become familiar with actions can affect other people. In result help them shape their behaviors, actions and choices. Long term goals: They will maintain good communication abilities such as avoiding misinterpretation or learn appropriate behaviors.

Scenario 3: The children are allowed to play with paint in the art area, but Jose carried his paint brush over to the block area where he is making one of the blocks blue. He is concentrating very hard on painting the block. How would you respond? What guidance tool would you use? Why did you choose this tool? The guidance tool I would use is not telling Jose that painting a block blue is wrong but rather paying attention on his activity. Supporting Jose's ability to discover and learning new techniques is the use of reflective and responsive statements. According to (Feeney et al.) " reflective and responsive statements tells children that you see and are paying attention to what they are doing" (pg. 200). The next tool I would use is encouragement. Even though Jose is not using a paper for painting a picture he used another way to use paint that causes him great interest. So it's important to view his actions as a new discovery. Feeney et al. (2012) found "encouragements helps children to identify their own strengths and interests" (pg.201). Giving a detailed description of the steps you would take in using the guidance tool, including specific language you would use and how the child(ren) might respond each step of the way. I would go over the block area where Jose is painting a block blue. I would say, "Jose I noticed that you carried the paint brush over to the block area. I can see you have been using lots of blue paint. Jose can you teach me how to paint a block blue?" Jose may show the painted block to me. Also may demonstrate his technique in painting a block. Then I would add encouragement to his interest I would say, " Jose it looks like you enjoy painting objects." Though the child may or may not respond to any of my statements, Jose is well aware of child- teacher involvement and support on his performances. Feeney et al. (2012) found helping children to build inner control is a major goal to accomplish.

What short term and long terms Goals for guidance would you be supporting with your choice of guidance tool? Short term goals: Long term goals: Scenario 4: Brenda loves playing in the house area. She always wants to pretend that she is the baby and that Desiree is the mommy. They play together for long periods of time without conflict. However, when another child tries to enter the play Brenda becomes frustrated and angry, sometimes yelling at the other child. Today, when Katie wanted to join in their play, she grabbed up all the dress up clothes and said, No one else can play in our family. Its just the mommy and the baby!!? How would you respond? What guidance tool would you use? Why did you choose this tool?

The guidance tool I would use is asking Brenda, Desiree and Katie to tell me what has happened. In order to find the solution to the conflict instead of focusing Brenda's attack toward Katie, one must use conflict and resolution. According to (Feeney et al.)" we want children to learn to be cooperative and to solve problems constructively, even when we are not present" (pg. 206). The next tool I would use logical consequence. Since Brenda refuses to have Katie part of their family, she needs to learn that speaking to Katie or other individuals in that manner can hurt their feelings. Feeney et al. (2012) found "logical consequences are reasonable. fair and directly related to behavior, these consequences can be consistent in the values of justice and responsibility" (pg.219). Giving a detailed description of the steps you would take in using the guidance tool, including specific language you would use and how the child(ren) might respond each step of the way. As I walk over to the dramatic play area where Brenda, Desiree and Katie are I would say, " Brenda, Desiree and Katie I need you to explain to me what just happened." I noticed from across the room Brenda saying something to Katie that seems to upset her." Brenda might say "Me and Desiree where playing baby and mommy, and Katie came and I didn't want her to play with us." I would acknowledge Katie's feelings, by saying " Katie how do you feel when, Brenda said that to you?" Katie might say "Sad, she is mean." Then I would say," How can we solve this problem." If the children are stuck I would suggest, "We need to solve a problem so we can go back and play baby and mommy." Desiree might say, "Katie can be the daddy." I would reply, "Can we try that Brenda and Katie?" they may nod or say "Yes." Now I would follow up incase Brenda still does not accept Katie being part of the group. If something does come up I would use logical consequence. Asking Brenda, "Because you are not letting Katie be the daddy, you need to leave and do other indoor class activities." Feeney et al. (2012) found "children learn to behave appropriately when they have opportunities to make the connections between their behavior and the outcomes of their actions" (pg.218). What short term and long terms Goals for guidance would you be supporting with your choice of guidance tool? Short term goals: Suggesting ways to improve a child behavior can result to managing their own behaviors. Long term goals: They may take this experience and use it in similar circumstances as well letting others know how they can improve their behaviors. Scenario 5: 3 year-old Stephen has trouble sitting at circle time. If he sits near you he talks out constantly and pulls on whatever is in your hand. If he sits across the circle from you he pushes the other children and tries to sit on their space, or rolls out into the middle of the circle. How would you respond? What guidance tool would you use? Why did you choose this tool? The guidance tool I would use is observe Stephen and ask him what is the meaning behind his talking, pushing, and rolling out during circle time. It's a concern rather than a disturbance

because circle time is the time to communicate as a group and if Stephen can't sit still than I would use I-message. According to (Feeney et al.) "you messages" do not help the child to solve the problem rather they feel unwanted and known as a "bad student."Because the main focus is on what the child did wrong and not ways to solve the problem. The next tool I would use is providing a place for the child could calm down. This technique can be useful for Stephen because it allows him to get everything out of his system without upsetting other students and be pointed out for his misbehaving. Feeney et al. (2012) found a place to calm down is not equivalent to time out, a child makes the choice to go and when to return to the group. Also this technique helps children gain self-control. Giving a detailed description of the steps you would take in using the guidance tool, including specific language you would use and how the child(ren) might respond each step of the way. As I am sitting amongst the children I see Stephen having trouble sitting still during circle time. I would say, " Stephen, can you come with me please, I noticed that you are having trouble adjusting to circle time, are you alright." The child may say, "I want to play outside." I would reply, "Stephen, it's hard for your classmates to participate during circle time, when you are moving around, and pushing other children." The child may reply, "But, I don't want to sit." Then I would encourage a place where Stephen is free to move around I would say, "Stephen I am going to let you roll around and use your body movements at the calm area, when you are done you can come and regroup with the other children." What short term and long terms Goals for guidance would you be supporting with your choice of guidance tool? Short term goals: Self-control is not essay to posses but once the children practice and develop that technique they can deal with their emotions and difficult situations. Long term goals: Allowing self-control and disciplining your self can lead to organization, responsibility and obligations.

Reference Feeney, S., & Moravick, E., et al. (2012). Who Am I in the Lives of Children?: An introduction to early childhood education. Pearson.

Category

Meets Expectations Excellent work in this category, revisions for your Professional Portfolio will consist of adding information to demonstrate your continued growth in knowledge(Score 4 or 5) The student chooses an appropriate strategy for addressing each scenario at least 4 out of 5 times. The rational for choosing the particular guidance strategy is clearly articulated. 10-8

Choice of Guidance Strategy: The appropriateness of the guidance strategy chosen and the degree to which the student articulates the rational for choosing the guidance strategy. (Points Possible: 10) Points received: __7_____ Implementation of Guidance Strategy: The degree to which the student clearly understands how to implement the guidance strategy selected. (Points Possible: 20) Points received: __13____

Minor Revisions Needed Good work in this category, but does not show the depth that we are looking for. You will need to revise this assignment prior to submitting it in your Professional Portfolio (Score 3) The student chooses an appropriate strategy for addressing each scenario at least 3 out of 5 times. The rational for choosing the particular guidance strategy is articulated, but may lack some clarity. 7

Major Revisions Needed Poor work in this category. You will need to make substantial revisions to this essay in this area before resubmitting it in your Professional Portfolio. (Score: 1-2) The student chooses an appropriate strategy for addressing scenario in less than 3 of the scenarios. The rational for choosing the particular guidance strategy is missing or does not make sense. 6-0

The student clearly and consistently (at least 4 out of 5 scenarios) demonstrates knowledge of how to implement strategy. Student includes the verbiage used by the teacher and the children, accounting for the various age-appropriate ways the child(ren) might respond to the teachers guidance. 20-16

The student demonstrates knowledge of how to implement the various guidance strategies in at least 3 of the scenarios. Student includes the verbiage used by the teacher and the children, but may not account for the various ways the child(ren) might respond to the teachers guidance. 15-13

Goals for Guidance The degree to which the student demonstrates knowledge of both the short term and long term goals for supporting social development. This includes the overall tone of the student, demonstrating a guidance (teaching)

Student clearly identifies both short and long term goals for each encounter (in at least 4 of the 5 scenarios). The tone of the encounter along with the verbiage used demonstrates the following: a philosophy of respect,

Student correctly identifies both short and long term goals for each encounter (in at least 3 scenarios). The tone of the encounter along with the verbiage used might demonstrate one or more of the following: a philosophy of respect,

The student demonstrates knowledge of how to implement the various guidance strategies in only 1 or 2 of the scenarios. Student might only include the teachers words or if the childrens responses are included, the responses may not be age-appropriate (i.e., verbiage that would be more likely coming from an elementary age child). Student does not account for the various ways the child(ren) might respond to the teachers guidance. Student correctly identifies both short and long term goals in only 1 and 2 scenarios. The tone of the encounter along with the verbiage does not demonstrate: a philosophy of respect,

a willingness to
teach the child

a willingness to
teach the child

approach versus a punishment approach. (Points Possible: 10) Points received: __7____

social skills instead of punishing the child, understanding that often it is mistaken behavior versus misbehavior that often it is mistaken behavior versus misbehavior 10-8

a willingness to
teach the child social skills instead of punishing the child,

social skills instead of punishing the child,

and

and

understanding that often it is mistaken behavior versus misbehavior

understanding that often it is mistaken behavior versus misbehavior

There may be one or two instances where the student takes a punitive approach. 7 References: The degree to which the student integrates textbook material in each section of the response. (Points Possible: 5) Score on Rubric 3 Quality of writing. The degree to which the essay is proofread and edited for spelling, grammar, formatting, and correct in-text citations. A reference (works cited) page is provided. (Points Possible: 5) Points Received: __5____ Textbook and/or outside sources are referenced 4 or 5 times in each scenario. 5-4 The textbook and/or outside sources are referenced 3-4 times in each scenario. This material may not always be clearly related to the scenario 3 There are some spelling, grammar, and formatting mistakes. Proper in-text citations may be missing along with a reference (works cited) page

It is clear through most of the dialogue that the student is punishing the child instead of viewing these scenarios as opportunities to teach social skills. 6-00 Little or no textbook material or outside sources are included in each scenario. 2-0

The paper is proofread and edited for spelling, grammar, formatting, and correct intext citations. A reference (works cited) page is provided.

There are numerous spelling and grammatical errors. Student does not include in-text citations or a reference page.

Total Possible Points: 50

Points Received: __35______