Reflective1

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,

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

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

a) I have learned from direct and indirect

guidance strategies and techniques how to

deal with a child.

b) I speak slowly and positive way, so that a

child can clearly understand what to do.

c) I always give one or two suggestions at a

time, so that children can remember and

NEEDS

a) I have to avoid telling children what not to

do.

b) I should not use vague limits because

children cannot understand it.

c) Children cannot understand the meaning of

complex or long sentence, so I need to

avoid it.

follow it.

d) I always give enough time to finish a task

accurately, if not finish accurately then ask

them to repeat it.

e) I always try to offer alternatives whenever

possible, it helps a child learn to make

better choice

f) I always use small sentence to tell exactly

what to do.

d) When there is no alternative I need to avoid

giving choices, for example, I have one

lion and one monkey costume; if one child

takes the lion costume then the other child

must have to take the monkey costume.

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)


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

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,

& 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

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

a) I carefully understand the situation.

b) I specify the car which needs to

substitution.

c) I supervise the activity done more

safely

d) I present the substitution to the children

quickly.

e) I conscious for the child to test my

substitution.

f) I explain the children how to change the way of playing.

Needs

a) Avoid judgment (who get the car first)

b) Avoid persuading the child to feel

differently.

c) Try to understand the situation.

d) Avoid ignore to understand feelings.

e) Wait until the child finish speaking,

without interruption then I will explain

how we could play together.


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.


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

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.

Reflect

(Specify what went well. Are there some things that you need to change? Why?

Strengths

Always ready for on-the-spot guidance.

Remember “J”’s interest. (Car)

Involve “J” with an age appropriate

activity.

Show respect to “C” and help him to

continue playing.

Tell a child exactly what to do.

Identify the problem.

Be prepared to act quickly.

Offer the game the child is interested in.

Speak naturally as much as I can.

Needs

Avoid applying force to distract

another play.

Avoid vague time.

Avoid accusing (e.g. questioning like

“Why do you disturb others?”)

Try to understand the situation.

Avoid judgment.


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.

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.

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”

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