ECE 8 Compilation1.heheheheheheheehhepdf

Republic of the Philippines
North Eastern Mindanao State University
ECE 8
Early Learning
Environment

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Table of Contents
1. Setting-Up and Maintaining the Classroom ...................................................................1
2. Establishing Structure Each Day...................................................................................4
3. CREATING A CLASSROOM ENVIRONMENT .............................................................7
C. Characteristics Of Successful Preschool .........................................................................9
Classroom Manager.............................................................................................................9
D. Temporal Environment ..................................................................................................10
4. Daily Routines and Schedules ....................................................................................12
4.1 Children Need Routine and Familiar Faces............................................................12
4.2 Planning for Physical Needs ..................................................................................12
4.3 Planning for Social Needs......................................................................................12
E. Physical Environment ....................................................................................................14
5. Blocks Area.................................................................................................................14
6. Dramatic Play Area .....................................................................................................16
7. MATH AREA...............................................................................................................19
8. ART CENTER.............................................................................................................20
9. LIBRARY CORNER AREA........................................................................................21
10. DISCOVERY AREA ..................................................................................................22
11. Sand and Water Area................................................................................................22
12. Music and Movement Area........................................................................................23
13. Cooking Area in Early Childhood Education..............................................................23
14. Computer Area in Early Childhood Education ...........................................................25
F. ENVIRONMENTAL ISSUES ..........................................................................................27
15. Setting Up An Interesting And Attractive Classroom .................................................27
16. Conducting successful circle times............................................................................29
17. Planning for Meals ....................................................................................................30
18. Organizing Centers ...................................................................................................30
G. Intrapersonal Environment.............................................................................................32
19. GENERAL PRINCIPLE .............................................................................................34
19.1. Catching preschoolers being good......................................................................34

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19.2. Ignoring negative behavior..................................................................................35
20. BUILDING CARING COMMUNITIES ........................................................................36
20.1. TEACHING NEGOTIATION SKILLS...................................................................38
20.2. Learning Turn-taking...........................................................................................39
20.3. Learning to Make Decisions................................................................................40
21. Parent partnership ....................................................................................................42
21.1. Honoring diversity ...............................................................................................42
21.2. PARENTING STYLES ........................................................................................44
21.3. COLLABORATIVE RELATIONSHIP ...................................................................45
21.4. COMMUNICATING WITH PARENTS .................................................................45
22. ANALYZING PROBLEM BEHAVIOR ........................................................................46
22.1 Events in the Child's Life: Shaping Behavior ........................................................47
22.2 Triggers: Identifying Patterns and Antecedents....................................................48
22.3. Consequences for Behavior................................................................................49
23. Teaching Alternatives Behaviors...............................................................................51
23.1. Alternatives Behaviors: .......................................................................................51
23.2. Social Scripts for Children...................................................................................52
23.3. Using "time-out" properly ....................................................................................54
24. Communication skills ................................................................................................56
24.1. Communication and behavior .............................................................................56
24.2. General Principles for Teaching Social Communication......................................57
24.3. Nonverbal communication...................................................................................57

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Discussant : Princess Shammah L. Pacheco
Course & Year: BECED-2
Topic: Setting-Up and Maintaining the Classroom
Instructor: Grace Ann Pairez-Lumakin
1. Setting-Up and Maintaining the Classroom
Classroom setup is an important component in a learning environment because it is
an essential piece of classroom management to support both teaching and learning. The
physical atmosphere of the classroom can help prevent behavior issues as well as promote
and improve learning. The structuring of the learning environment is essential for teachers
and students.
Your classroom arrangement is the physical foundation of where your students will
learn. This means that every square foot of it needs to be used for activities that support
learning. Setting up and maintaining a classroom is crucial for creating an environment
conducive to learning and growth. Setting up and maintaining a classroom effectively involves
creating a positive, organized, and engaging environment that supports learning. Here are
some key steps to consider:
Setting Up the Classroom
Layout and Design:
Furniture Arrangement: Arrange desks and chairs to facilitate learning and interaction.
Depending on your teaching style, you might prefer traditional rows, clusters for group work,
or a U-shape for discussions.
Visibility: Ensure that all students have a clear view of the board or presentation area.
Consider the placement of projectors, whiteboards, and screens.
Traffic Flow: Keep walkways clear to avoid congestion and ensure easy movement for both
students and teachers.
Learning Zones: Create specific areas for different activities, such as a reading corner, a
technology station, or a group work area.
Classroom Decor:
Educational Posters and Displays: Use walls to display subject-related materials, such as
maps, charts, or vocabulary lists. This helps reinforce learning.
Student Work: Display student work to create a sense of ownership and pride in the
classroom.

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Interactive Bulletin Boards: Set up boards where students can contribute, such as a
question-of-the-day board or a suggestion box.
Resources and Supplies:
Organized Storage: Ensure that materials like books, stationery, and technology are well-
organized and easily accessible. Label storage bins and shelves for easy identification.
Technology Integration: Set up any necessary technology, such as computers, tablets, or
smartboards, and ensure they are functioning properly.
Supplies: Stock up on essential supplies like paper, pencils, markers, and other materials
needed for daily activities.
Classroom Rules and Expectations:
Rules Poster: Clearly display the classroom rules where all students can see them. Keep
the rules simple and positive.
Consequences and Rewards: Develop a system of consequences for rule-breaking and
rewards for positive behavior. Ensure consistency in applying these.
Maintaining the Classroom:
Daily Routines:
Start and End of Day Procedures: Establish routines for how students should start and end
the day, such as where to place their belongings, how to enter the classroom, and how to
prepare for dismissal.
Cleaning Up: Encourage students to clean up after themselves and take responsibility for
their space. Assign rotating duties if needed.
Classroom Management:
Positive Reinforcement: Use praise and rewards to encourage good behavior and
participation.
Conflict Resolution: Address conflicts quickly and fairly. Teach students problem-solving
skills and the importance of respecting others.
Behavior Monitoring: Keep an eye on student behavior and intervene early if problems
arise. Use a mix of individual and group strategies to maintain order.
Feedback and Adaptation:

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Student Feedback: Periodically ask students for feedback on the classroom environment
and make adjustments if necessary.
Reflection: Reflect on what is working well and what could be improved. Adapt your
strategies and setup to better meet the needs of your students.
Setting up and maintaining a classroom is an ongoing process that requires attention
to detail, flexibility, and a focus on creating a positive learning environment. By staying
organized and responsive to your students' needs, you can create a space that is both
functional and inspiring. In addition to the way your classroom is physically arranged, the
classroom environment as a whole needs to be considered: what you put on your walls, the
classroom materials you will use, and where and how you will set up your activities. All
attributes of a structured learning environment need to be considered when setting up your
classroom.

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Discussant : Arligue, Peter Ryan V.
Topic: Establishing Structure Each Day
2. Establishing Structure Each Day
Lesson Objectives
1. Highlight the Importance of Daily Structure: Understand how daily routines in ECE promote
emotional security, learning, and positive behavior.
2. Outline Key Components of a Structured Day: Learn the essential parts of a daily schedule,
including learning, play, meals, and rest.
3. Explore Strategies for Effective Implementation: Discover practical ways to establish and
adapt daily routines to support all children's needs.
Establishing a Structure Each Day in Early Childhood Education
Introduction to the Importance of Daily Structure in ECE:
- Establishing a daily structure is fundamental in Early Childhood Education (ECE) as it
creates a secure and predictable environment for children. This structured approach helps
children feel safe, supports cognitive and social development, and ensures a balanced day
of learning, play, and rest (Copple & Bredekamp, 2009).
Why a Daily Structure Matters?:
- Emotional Security and Stability: Children benefit from knowing what to expect, which
reduces anxiety and fosters emotional security. This predictability helps them feel more
confident and willing to participate in activities (Smith & Segal, 2023).
- Facilitates Learning and Skill Development: A well-structured day includes varied activities
that address different developmental domains—cognitive, social-emotional, physical, and
language skills. Structured schedules allow educators to introduce children to new concepts
while reinforcing previously learned skills (National Association for the Education of Young
Children, 2022).
- Supports Positive Behavior Management: Children who understand the routine are less
likely to exhibit challenging behaviors. Structure helps in setting clear expectations and
boundaries, which are essential for effective classroom management (Jones & Kahn, 2017).
Core Components of a Structured Day:

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Arrival and Morning Routines:
- Sign-in and Free Play:As children arrive, activities like sign-in boards and free play help
ease them into the day. This time also allows teachers to observe children’s mood and
readiness (Gartrell, 2021).
- Morning Circle Time: Engaging in group activities such as songs, discussions, and sharing
stories builds a sense of community and sets the theme for the day’s learning (Epstein, 2014).
Activity Blocks and Transitions:
- Guided Learning Activities:Planned lessons or activities focusing on literacy, math,
science, or arts. Teachers can use this time for direct instruction, small group work, or
individual tasks tailored to developmental levels (Copple & Bredekamp, 2009).
- Play-Based Learning and Centers: Rotating through different centers (e.g., blocks, reading
corner, art station) encourages exploration, problem-solving, and social skills (Miller & Almon,
2009).
- Mealtime and Hygiene Routines: Structured mealtimes provide an opportunity for social
learning and developing self-help skills such as serving food, pouring drinks, and cleaning up
(National Association for the Education of Young Children, 2022).
- Rest and Quiet Time: Scheduled rest times or quiet activities help recharge energy and
promote better behavior throughout the rest of the day. Not all children need naps, so
providing options for quiet play or relaxation is also important (Smith & Segal, 2023).
Outdoor Play and Physical Activity: Outdoor play is crucial for physical development and
gross motor skills. It also provides a break from structured indoor activities, supporting overall
well-being and reducing stress (Pica, 2011).
End-of-Day Routines: Reflection Time and Closing Circle: Reviewing the day’s activities
helps children process their experiences and prepare for the transition home. Activities like
story time or sharing "what we learned today" promote reflection and closure (Gartrell, 2021).
Effective Strategies for Implementing Daily Structure:
- Visual and Interactive Schedules: Use charts, pictures, and clocks to help children
understand the daily schedule. Incorporate interactive elements like Velcro pieces or
magnets that children can move as they progress through the day (Epstein, 2014).
- Consistent Routines with Flexibility: Consistency is key, but educators should remain
flexible to accommodate children's needs, interests, or unexpected events. For example,

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extending a popular activity or adjusting outdoor time based on weather (Jones & Kahn,
2017).
- Clear and Gentle Transitions: Use transition songs, countdowns, or simple instructions to
help children smoothly shift from one activity to another, reducing confusion and anxiety
(Smith & Segal, 2023).
- Engaging Family and Caregivers: Involving families in understanding and supporting the
daily structure at school helps reinforce routines and learning objectives at home. Daily
reports, newsletters, or apps can be used for communication (Gartrell, 2021).
Challenges and Adaptations in Structuring a Day:
- Adapting to Individual Needs: Not all children thrive under the same routine. It’s important
to consider diverse needs, such as those of children with special needs, and adapt the
schedule accordingly to provide extra support or sensory breaks (National Association for the
Education of Young Children, 2022).
- Handling Disruptions: Flexibility is essential in managing disruptions like emergencies or
unplanned events. Educators should have contingency plans and be ready to modify the
structure to maintain a calm and supportive environment (Epstein, 2014).
Conclusion:
- A thoughtfully structured daily routine in early childhood education provides a foundation
for children’s social-emotional development, academic learning, and well-being. By balancing
predictability with flexibility, educators can create a nurturing environment that supports
holistic development and fosters a love for learning.

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Discussant : Justhine Maratas
Topic: CREATING A CLASSROOM ENVIRONMENT
3. CREATING A CLASSROOM ENVIRONMENT
Why is creating a classroom community important?
● Building a classroom community in a preschool classroom is crucial for creating a positive
learning environment and setting children up for success. Creating a classroom community
involves building positive relationships, creating a safe and welcoming environment, and
encouraging student participation and engagement.
Strategies for creating a classroom environment:
1. Get to know your students - Take the time to learn about your students' interests,
backgrounds, and learning styles. This will help you connect with them on a personal level
and tailor your teaching to their needs.
2. Use games and activities - Use simple games and activities to help children get to
know each other and build relationships. For example, play "name games" where children
take turns introducing themselves and saying something about themselves.
3. Encourage student participation - Encourage students to speak up, ask questions, and
share their ideas and perspectives. This helps create a sense of shared ownership and
engagement in the classroom.
4. Use team-building activities - Engage students in team-building activities and group
projects to help foster a sense of collaboration and community.
5. Foster a culture of respect - Emphasize the importance of treating each other with
kindness, respect, and empathy. Model these behaviors yourself and encourage students
to do the same.
6. Foster a sense of belonging - Make sure that all children feel included in classroom
activities and group projects. When children feel that they belong, they are more likely to
engage and participate.
7. Communicate with families - Keep families informed about what is happening in the
classroom and encourage them to participate in classroom events. When families feel

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connected to the classroom community, children are more likely to feel supported and
encouraged.
In conclusion, creating a strong classroom community requires intentional effort and
consistent attention. By prioritizing positive relationships, clear expectations, and student
engagement, teachers can cultivate a classroom culture that is supportive, safe, and
inclusive.

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Discussant : Lj Pillodar
Topic: Characteristics Of Successful Preschool
Classroom Manager
C. Characteristics Of Successful Preschool
Classroom Manager
Learning Objectives
At the end of the session, students should be able to:
a. Differentiate the characteristics of a successful preschool classroom manager,
b. Discuss how these characteristics affect teaching young children;
c. State how these characteristics can be applied in classroom management.
ESTABLISHING ROUTINES setting up daily routines like morning greeting, and clean up
rituals provides a sense of predictability.It helps them feel secure, understand expectations,
and develop independence.
POSITIVE REINFORCEMENT tangible rewards like stickers or small treats have a stronger
impact on
younger kids.
MAKE EXPECTATION CLEAR making expectations clear in a preschool classroom is
essential for creating a structured, predictable, and positive learning environment for young
children. When children know what's expected of them, they feel more secure, confident,
and capable of participating in the learning process.
CREATING A SAFE SPACE fostering a sense of security, trust, and well-being among
young children. This safe space should be both physically and emotionally secure, allowing
children to feel comfortable exploring, learning, and expressing themselves.
ENGAGE THROUGH INTERACTIVE LEARNING is a powerful approach to engaging
preschoolers and fostering their love of learning. It goes beyond passive listening and
watching, encouraging active participation, exploration, and discovery.

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Successful preschool classroom managers are essential for providing a high-quality early
childhood education. Their passion, skills, and commitment to creating a safe and nurturing
environment lay the foundation for children's future success.
Discussant : Nhicole Ardita
Topic: Temporal Environment
D. Temporal Environment
According to Gordon and Browne (2016), the temporal environment has to do with
the scheduling, timing, sequence, and length of routines and activities that take place at
home and at school. With predictable schedules, routines, and transitions there is a sense
of safety security. With a steady schedule and regular routines, children will be able to
adapt to their environment as well as adjust to a new situation that may arise much more
quickly. It also frees them up to be able to focus on the task at hand rather than worrying
about how much longer they have or what will come next. [104]
The terms routines and schedules are often used interchangeably.
Schedules and routines are utilized in preschool classrooms to:
• Help guide the day.
• Communicate to everyone what is happening and when.
• Foster engagement.
• Meet the needs of children to explore, persist, and elaborate.
• Promote a safe and fun place to learn and grow.
Some considerations about daily routines/schedules include:
• They are a series of behaviors that occur on a regular basis
• Expectations for routines need to be planned and then taught to children.
• Created for developing and learning
• The amount of time for each block will vary and should be flexible.
• Most early childhood program routines include:
o Arrival and Departure
o Group or circle time
o Activities
o Center or free choice time

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o Snack time and meals
o Outdoor time
o Transitions between blocks of time
• They are sequenced – to create a flow of the day
• Choice should be incorporated whenever possible.
• They are balanced in terms of:
o Active/quiet
o Individual/small/large group
o Teacher-directed/child-initiated activities
o Noise level, pace, and location
• Teachers should be in tune with children’s needs and engagement and be flexible.
• Shorten or lengthen blocks of time as needed.
• Plan for transitions as carefully as the segments of the routine themselves.
• Posting a routine provides a visual reminder for children.
Additionally, when the daily routine is consistent and predictable children are more likely to:
• Feel more confident to explore, create and take risks
• Stay on task and complete activities
• Be more engaged in learning activities and play
• Gain a sense of belonging
• Develop autonomy and independence
• Play more cooperatively and have fewer incidents
Here a few reminders when setting up your temporal environment:
• Post two daily schedules: one for the children down at their eye level, and one for
their families on the Family Board
• State clear expectations and provide positive reinforcement
• Review the schedule regularly and adjust as needed based on the needs of the
children.
• Keep routines consistent however, be prepared to make changes if necessary.
• Include visuals prompts (photos) on your daily schedule so children can track their
day.

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Discussant : Prince Angelo M. Tumampos
Topic: Daily Routines and Schedules
4. Daily Routines and Schedules
Daily routines and schedules are critical components in early childhood education,
as they provide structure and predictability for young children. Routines help children feel
secure, support their development, and contribute to learning
4.1 Children Need Routine and Familiar Faces
Importance of Routine: Children, especially younger ones, thrive on routine as it gives them
a sense of security and predictability. It helps them understand what to expect and reduces
anxiety.
Familiar Faces: Consistent caregivers and teachers are important for building trust and
emotional security in children. Familiar faces help children feel safe and supported,
encouraging healthy emotional development. Developing Independence: Regular routines
also encourage children to develop self-regulation and independence as they begin to
predict and participate in their daily tasks, such as dressing, eating, and tidying up.
4.2 Planning for Physical Needs
Nutrition and Meal Planning: Ensure regular meal and snack times with a focus on
balanced, nutritious food. Consider children’s dietary needs, allergies, and preferences.
Sleep and Rest: Plan nap or rest times according to children's age and individual sleep
needs. Rest is critical for growth, physical development, and emotional regulation.
Physical Activity: Include opportunities for active play, both structured and unstructured, to
help develop motor skills and promote healthy physical development. This could involve
outdoor play, dancing, or exercises like stretching.
Hygiene and Health: Regular routines for hygiene, such as handwashing, brushing teeth,
and bathing, are essential for physical well-being. Teaching these habits early on promotes
lifelong health practices.
4.3 Planning for Social Needs
Interaction with Peers: Plan for opportunities where children can engage with their peers to
develop social skills, such as sharing, cooperation, and conflict resolution.

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Group Activities: Organize group-based tasks like collaborative games, circle time, or story
sessions that promote teamwork and help children learn to communicate effectively with
others.
Emotional Support: Ensure there are moments in the day where children can seek comfort,
talk about their feelings, or simply connect with adults in a secure and nurturing
environment.
Inclusion of Cultural and Social Identity: Incorporate activities and routines that recognize
and celebrate diversity, helping children feel seen and respected within the community.

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Discussant : Jerald Berdera
Topic: Physical Environment
E. Physical Environment
The term physical environment refers to the overall design and layout of a given classroom
and its learning centers. Teachers should design the environment by organizing its spaces,
furnishings, and materials to maximize the learning opportunities and the engagement of
every child.
5. Blocks Area
The hardwood unit blocks you see in our classroom are among our most valuable learning
materials. They come in proportional sizes and various shapes. When children build with
blocks, they begin to understand math concepts. For example, they learn about volume
when they find the number of blocks that fill a certain space. They compare the heights of
their buildings and learn about geometric shapes (triangles, squares, and rectangles).
When they lift, shove, stack, and move blocks, they explore weight and size. Each time
they use blocks, children make decisions about how to build structures and solve
construction problems.
What Children Learn in the Block Area
Blocks offer many opportunities for learning through play. Here are some examples of what
you can do to support your child’s learning with blocks:
Literacy
Expand your child’s vocabulary and oral language by talking about their buildings.
Introduce new words such as front-end loader, cylinder, and arch as they use blocks and
props. Invite your child to talk about their work.
Promote understanding of books and other texts by having in your house books related to
children’s interests and constructions. Help your child use books to answer their questions
(e.g., a book on bridges, or how to build a house).
Mathematics
Teach number concepts by suggesting that your child put away blocks in sets. Ask number
questions. Encourage your child to explore patterns and relationships by pointing out
patterns he or she has made in their constructions. Suggest that they draw pictures of their
block designs

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Emphasize concepts about geometry and spatial sense by organizing blocks by size and
shape on the shelf and making a label for each shape. Teach your child the names of block
shapes (cylinder, half-circle, triangle and so on). Talk about positions in space (over,
under, on top of, next to, beside, though, above, below inside, and outside).
Nurture their interest in measurement by offering materials such as string and rulers so they
can measure their buildings.
Science
Encourage your child to explore physical science by providing balance scales, pulleys,
mirrors, and pipes. Take an interest in their explorations of blocks.
Expand your child’s knowledge of life science by adding plastic or wooden animals so
children can build animal homes such as barns, caves, cages, and other shelters. Provide
artificial plants and flowers to encourage them to create different animal habitats.
Promote understanding of Earth and the environment by providing telephone wires and pips
as building materials and talking about how electricity and water get into buildings. Include
natural materials such as rocks, acorns, shells, pinecones, and twigs to use in
constructions.
Social Studies
Encourage learning about spaces and geography by talking about roads your child is
making and where they go. Display maps and help them figure out how to build models of
their neighborhoods with blocks.
Explore concepts related to people and how they live by learning about different business
and jobs in the neighborhood. Provide props that show people engaged in a range of jobs.
Display books and pictures about how people live and work and talk to your child about
them.
The Arts
Promote drama skills by encouraging your child to use block structures as settings for
dramatic play. Provide props such as hats, empty food containers, and a steering wheel to
use with hallow blocks.
Nurture the visual arts by encouraging your child to create original designs and structures
with blocks. Suggest that they draw pictures of their structures to help remember them.
Technology
Help your child explore basic operations and concepts by including ramps, wheels, and
pulleys. Talk with them about what makes a building stable.

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Provide equipment for them to take photographs of block structures, and then display the
photos. Help them use a computer to make building plans for their block structures.
How Block Play Promotes Development and Learning
Social–Emotional
In the Block area, children negotiate the use of materials, determine how many children can
work comfortably in the area, care for materials, and follow the rules for building safely.
They also exchange ideas. Especially when one child’s idea of how to build a structure
differs from another child’s; children expand their knowledge and learning to respect
viewpoints different from their own.
Physical
Children’s small muscles develop when they carry and carefully place blocks together to
form a structure or make an intricate design. They gain large-muscle strength by using
hollow blocks, and they improve eye-hand coordination when they carefully balance blocks
so they will not tumble.
Language and Literacy
Children are very willing to talk about their constructions when adults ask questions and
show genuine interest. They increase their vocabularies when adults tell them new words
to describe what they are doing, and they practice writing skills as they make signs for their
buildings.
Cognitive
Children try to make sense of their experiences by connecting new information with what
they already know. Playing with blocks gives them an opportunity to reenact experiences
and process information. Creating representations of their environments is a basis for more
complex abstract thinking. Moreover, block play promotes understanding of essential
concepts. Children learn about size, shape, number order, area, length, patterns, weigh,
balance, and cause and effect as they select, build with, and put away blocks.
6. Dramatic Play Area
In the Dramatic Play area, children take on different roles and enact real-life experiences.
They use props and make-believe to deepen their understandings about the world.
Pretending is very important to your child’s development. Children who know how to make
believe develop good vocabularies, which are important for reading. They learn to
cooperate with others, to solve problems, and to think abstractly. All of those skills are
important for success in school. When children pretend, they recall and re-create
experiences.

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What Children Learn in the Dramatic Play Area
Literacy
Promote vocabulary and language by introducing and teaching your child the names of
props. Ask questions and read stories about topics that your child uses in their dramatic
play, such as buying new shoes or going to the clinic.
Encourage your child to explore print, letters and words by placing writing tools and paper
in the Dramatic Play area. Participate in your child’s play by demonstrating the uses of
writing. Encourage your child to use writing tools and paper as part of their play. Offer
props such as telephone books or empty food boxes with labels.
Promote understanding of books and other texts by including story books, phone books,
calendars, cookbooks, newspapers, magazines, and other print materials in the Dramatic
Play area. Encourage your child to use these props in their play.
Mathematics
Guide problem solving by helping your child find solutions to problems they encounter.
Promote understanding of number concepts by asking number questions. Offer props such
as play money, scales, measuring tapes, cash registers, and calculators.
Encourage your child’s interest in measurement by providing props such as a foot measurer
for a shoe store, sand timers, height charts, and a bathroom scale.
Science
Encourage your child to explore physical science by providing balance scales, eggbeaters,
kitchen magnets, timers, and fishing rods (without hooks).
Expand your child’s knowledge of life science by including a plant in the area. Talk about
what kinds of foods are good to eat. Have your child name fruits and vegetables as they
pretend.
Social Studies
Encourage learning about spaces and geography by including maps.
Explore concepts related to people and how they live by providing props that encourage
them to role-play family life and different kinds of jobs. Display photographs of families and
community helpers.
The Arts

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Encourage your child to explore drama by teaching them the skills they need to pretend.
Read and reread stories that children can act out.
Promote the visual arts by providing materials your child needs to make their own props for
dramatic play, such as cardboard boxes, collage materials, construction paper, scissors,
etc.
Technology
Raise your child’s awareness of technology by including old cameras, calculators, different
types of phones, typewriters, and computers in the area. Talk with your child about how
these objects are used.
How Dramatic Play Promotes Development and Learning
Social-emotional
When your child engages in dramatic play with other children, they have to negotiate roles,
agree on a topic, and cooperate to portray different situations. They recreate life
experiences and try to cope with their emotions by acting out roles and situations that
interest them. For example, a child who anticipates going to the hospital for an operation
can pretend to be the doctor. By assuming this role, the child can switch from feeling out of
control to being in charge. Research shows that children who engage in dramatic play tend
to demonstrate more empathy toward others because they have tried out being someone
else for a while. They have the skills to cooperate with peers, control impulses, and are
less aggressive than children who do not engage in this type of play.
Physical
Children develop small-muscle skills when they button and snap dress-up clothes and
dress dolls. They practice eye-hand coordination and visual discrimination skills when they
put away props and materials.
Language and Literacy
To engage with others in dramatic play, children use language to explain what they are
doing and to ask and answer questions. They choose the language that fits the roles they
have selected. They use reading and writing skills when literacy props are included in the
Dramatic Play area.
Cognitive
When they pretend, children create pictures in their minds about past experiences and the
situations they imagine. These images are a form of abstract thinking. When children set
the table for a meal for two, or use play money to purchase food at their grocery store, they

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explore math concepts. They also learn from one another as they share ideas and solve
problems together.
Discussant : Shina Talisik
Topic: Math Area, Art Center, Library Corner Area
7. MATH AREA
A preschool math center is the perfect “addition” to the classroom. A dedicated area or
table keeps things organized and promotes mathematical exploration. This preschool math
center from Constructive Playthings is so versatile. It is easy to provide a variety of activities
for students to play and learn all about math.
Preschoolers can develop an understanding of numbers, spatial concepts (shapes,
measurement) and the ability to sort, classify and solve problems. Early childhood teachers
support children’s cognitive development by offering intentional opportunities for children to
gain a variety of math skills.
Preschool Math Center “Must Haves”
Every preschool math center needs a few staple items.
• child sized furniture including a table and a few seats
• storage bins for several different types of manipulatives
• recording materials – pencils, papers, crayons
• two dimensional or “flat” shapes – tangrams, magnet tiles, magnets
• 3-D shapes – cubes, spheres, cylinders, pyramids
• numbers – in magnets or just plastic
• number lines
• sorting trays

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8. ART CENTER
Creating a space for art in your early learning program will provide many opportunities for
preschoolers to explore their creativity and develop artistic skill. In the Art Space, even the
youngest child can learn to appreciate the beautiful designs, textures and colors that are
found in art, Children will begin to develop new language that describes art, as well as
explore new art processes, mediums, and tools.
Benefits of a Dedicated Preschool Art and Creativity Space
A dedicated art space provides many opportunities for children to develop important early
learning skills.
1. Stimulates Imagination: A designated art space encourages children to explore
their imaginations freely, leading to enhanced creativity and self-expression.
2. Develops Fine Motor Skills: Engaging in art activities involves hand-eye
coordination and fine motor skills, promoting physical dexterity in young learners.
3. Cultivates Confidence: Completing art projects independently instills a sense of
accomplishment, boosting a child's self-esteem and confidence.
4. Encourages Language Development: Art provides an avenue for children to
express themselves verbally, aiding in language development and communication
skills.
Essential Components of a Preschool Art and Learning Center:
1. Organizational Storage: Keep art supplies organized and easily accessible with
labeled containers or bins. This promotes independence and allows children to take
charge of their creativity.
2. Kid-Friendly Furniture: Choose age-appropriate tables and chairs that allow
children to comfortably engage in art projects. Ensure surfaces are easy to clean for
inevitable creative messes.
3. Art Supplies: Stock up on a variety of art materials, including crayons, markers,
colored pencils, glue, child-safe scissors, paint, brushes, and paper. Rotate materials
regularly to keep activities fresh and exciting.
4. Display Area: Dedicate a space to showcase children's artwork. Displaying their
creations not only boosts their confidence but also serves as a visual celebration of
their accomplishments.

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5. Inspiring Decor: Decorate the space with vibrant colors, images of famous
artworks, and inspirational quotes to create a visually stimulating and engaging
atmosphere.
ART AREA Must-Have Art Supplies:
• Crayons
• Markers
• Colored Pencils
• Glue Sticks
• Child-Safe Scissors
• Tempera Paints
• Paintbrushes
• Construction Paper
• Playdough
9. LIBRARY CORNER AREA
Building up the love of reading should start from a young age. It is important to set up a
reading corner for your childcare to allow children to have access to books. Children
should be able to reach out to various books to develop their literacy skills.
Allowing children to read can stimulate their imagination and thinking skills. It also helps
to develop their language.
Reading corners should be a place where children can enjoy reading. When setting up the
reading corner, it should be a cozy reading corner where they can sit comfortably as they
read their favorite book.
Create A Reading Corner Tips:
1. Find The Right Spot - Decide on the spot you want to set up a cozy reading nook. It
is important that children can read without getting distracted. It is important to find the
right spot, as the right setting can make a significant difference in their reading
experience choosing the seating
2. Incorporating books and Storage – Ensure the reading corner is well-organized
when you are setting up for your childcare. Provide a selection of age-appropriate

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books. The book corner should include a mix of picture books, interactive books, and
other books that can capture the interest of the child. A varied collection keeps the
reading experience fresh and engaging.
Discussant : Nikka Bongo
Topic: DISCOVERY AREA
10. DISCOVERY AREA
A discovery area for children is a designated space where they can explore and learn through
hands on activities. This encourages curiosity and experimentation, often featuring materials
that promote sensory experiences, such as magnifying glasses, natural objects, and art
supplies.
Example
-Sandpaper
-Fabric
-Leaves
Two types of Discovery learning
Unguided discovery learning -allows students to explore and experiment autonomously.
Guided discovery learning – features instructor assisted exploration.
11. Sand and Water Area
- Focuses specifically on sensory play involving sand and water. This space allows children
to engage in creative and exploratory play, enhancing fine motor skills and understanding of
concepts like volume and flow.
Examples
Sand Table- Filled with different types of sand, scoops, and molds.
Water Table- Equipped with cups, funnels, and small toys.

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Discussant : Jeson A. Alabat
Topic: Music and Movement Area, Cooking Area and
Computer Area
12. Music and Movement Area
The music and movement area in early childhood settings plays a vital role in fostering
children's overall development. This space combines music, rhythm, dance, and physical
movement to create an engaging, multisensory environment.
Purpose of the Music and Movement Area:
• Promotes Physical Development: Activities like dancing, jumping, and swaying
improve gross motor skills, balance, and coordination.
• Supports Cognitive Growth: Listening to music and responding to rhythm helps
children recognize patterns, enhances memory, and improves focus.
• Encourages Emotional Expression: Music allows children to express their emotions
through movement, helping them to process feelings.
• Facilitates Social Interaction: Group activities such as circle dances and singing in
unison foster cooperation, teamwork, and communication skills.
• Boosts Creativity: Children are encouraged to create their own dance moves or
experiment with sounds and instruments, enhancing imagination.
• Benefits of Music and Movement in Early Childhood Motor Skills Development:
Engaging in physical activities through music enhances both gross and fine motor
skills.
• Language Development: Music often involves singing, which helps children expand
their vocabulary and improve their pronunciation and rhythm in speech.
• Cognitive Development: Following rhythms, understanding patterns, and
remembering songs stimulate cognitive skills like problem-solving and memory.
• Emotional Regulation: Music helps children understand and express emotions,
providing an outlet for feelings they may not yet be able to verbalize.
• Social Skills: Playing instruments or dancing in groups fosters communication, turn-
taking, cooperation, and teamwork.
13. Cooking Area in Early Childhood Education
The cooking area in early childhood settings provides an excellent opportunity for
children to engage in hands-on learning experiences that support multiple developmental

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domains. It's a space where children can explore, create, and learn about food, nutrition, and
cooking in a safe and supervised environment.
Purpose of the Cooking Area
• Promotes Cognitive Development: Cooking involves measuring, counting, and
following instructions, which helps develop math, science, and problem-solving skills.
• Encourages Social and Emotional Growth: Cooking in groups fosters cooperation,
sharing, and teamwork. It also boosts confidence as children take pride in preparing
food.
• Develops Fine Motor Skills: Activities like stirring, kneading, pouring, and cutting help
refine hand-eye coordination and dexterity.
• Introduces Nutrition Concepts: Children learn about healthy eating, food groups, and
where food comes from, laying the foundation for healthy habits.
• Enhances Language Development: Children are exposed to new vocabulary and
follow verbal instructions, improving their listening and language skills and teamwork.
It also boosts confidence as children take pride in preparing food.
• Develops Fine Motor Skills: Activities like stirring, kneading, pouring, and cutting help
refine hand-eye coordination and dexterity.
• Introduces Nutrition Concepts: Children learn about healthy eating, food groups, and
where food comes from, laying the foundation for healthy habits.
• Enhances Language Development: Children are exposed to new vocabulary and
follow verbal instructions, improving their listening and language skills.
Safety and Supervision:
• Supervision: Direct supervision by an adult is essential, especially when using
appliances, knives, or handling hot or sharp objects.
• Child-Safe Tools: Utensils like plastic or blunt-edged knives and heat-resistant
spatulas are crucial for minimizing the risk of injury.
• Food Safety: Children should be taught proper handwashing techniques, the
importance of food hygiene, and basic safety rules such as not touching hot surfaces.
Educational Benefits Math Skills:
• Math Skills: Measuring ingredients, counting items (e.g., eggs, cups of flour), and
dividing portions help develop early math skills.
• Science Concepts: Cooking introduces basic scientific ideas such as changes in
states of matter (liquids to solids), cause and effect (mixing ingredients), and
temperature's impact on food (heating and cooling).

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• Cultural Awareness: Cooking activities can introduce children to foods from different
cultures, fostering respect and appreciation for diversity.
• Creativity: Children can experiment with different ingredients, textures, and flavors,
encouraging creative expression in the culinary process.
14. Computer Area in Early Childhood Education
The computer area in early childhood education introduces children to basic
technology skills, promotes digital literacy, and supports various aspects of their
development. When thoughtfully integrated into the classroom, the computer area can
provide valuable learning opportunities while maintaining a balanced approach to screen
time.
Purpose of the Computer Area:
• Promotes Digital Literacy: Early exposure to technology helps children develop basic
computer skills such as using a mouse, navigating menus, and typing.
• Supports Cognitive Development: Computer activities, such as educational games,
enhance problem-solving, critical thinking, and memory.
• Encourages Language Development: Interactive games and programs can strengthen
vocabulary, reading, and language comprehension.
• Develops Fine Motor Skills: Using a mouse, touchscreen, or keyboard helps refine
hand-eye coordination and fine motor skills.
• Fosters Independent Learning: Children can explore content at their own pace,
promoting autonomy and self-directed learning.
Safety and Supervision:
• Supervision: An educator or supervisor should always be present to guide children,
assist with any technical issues, and ensure safe, appropriate use of technology.
• Time Management: Screen time should be limited and balanced with other non-digital
activities to promote healthy development. Set clear time limits for individual use to
prevent overexposure to screens.
• Safe Software: All applications and software should be pre-approved and meet child
safety and privacy standards. Use educational platforms that are designed specifically
for early childhood education.
Educational Benefits
• Language and Literacy Skills: Interactive software helps children with letter
recognition, phonics, and early reading skills. Programs that read aloud can boost
vocabulary.

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• Math Skills: Many programs focus on basic math concepts such as counting, patterns,
shapes, and problem-solving, allowing children to practice at their own pace.
• Creativity and Artistic Expression: Drawing apps, music composition programs, and
interactive creativity, imagination, and artistic development.
• Collaborative Learning: Some activities can be done in pairs or small groups, fostering
social skills, collaboration, and communication.
• Problem-Solving Skills: Educational games and puzzles introduce children to logical
thinking, reasoning, and decision-making, which are foundational for cognitive
development.
Challenges and Considerations
• Balanced Screen Time: It is important to balance digital experiences with physical,
hands-on activities to promote holistic development. Technology should not replace
active play or face- to-face interactions.
• Equity and Access: Ensure that all children, regardless of background, have equal
access to technology and opportunities to develop digital skills.
• Digital Literacy and Ethics: Teach children responsible technology use, including the
importance of sharing devices, protecting personal information, and using the internet
safely.

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Discussant : Meljek P. Corvera
Topic: ENVIRONMENTAL ISSUES
F. ENVIRONMENTAL ISSUES
Environmental issues in a classroom context refer to problems and practices that affect the
environment directly or indirectly within the educational setting.
Some environmental issues include:
Indoor Air Quality
Poor ventilation, the presence of dust, mold, or pollutants can lead to respiratory issues,
allergies, and a lack of concentration in students. Use of air purifiers and proper maintenance
of ventilation systems can improve air quality.
Lighting
Insufficient natural light or over- reliance on artificial lighting can affect students’ vision and
mood. Natural light improves alertness and energy, while poor lighting can cause eye strain
and fatigue.
Inadequate Display Areas
Classrooms with limited wall or board space may not be able to showcase student work, post
educational materials, or use visual aids effectively.
Overcrowding
Having too many students in a small classroom can lead to discomfort, reduced personal
space, and difficulty in managing student behavior. It also limits mobility for group activities
and reduces interaction. Teacher-student
Limited Space for Activities
Some classrooms lack sufficient space for group work, interactive lessons, or hands-on
activities, which can restrict learning methods. Flexibility in classroom design can encourage
more creative teaching strategies.
Inadequate Furniture Arrangement
Poorly arranged desks and chairs can hinder student collaboration and visibility. It may also
make it difficult for teachers to monitor students, especially in the back of the classroom.
15. Setting Up An Interesting And Attractive Classroom
Enhanced Learning Engagement an appealing classroom stimulates students’ interest and
curiosity, making them more eager to participate in lessons. Visual elements like colorful

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displays, student artwork, and thematic decorations can create an inviting atmosphere that
fosters engagement.
HOW TO SET UP AN INTERESTING AND ATTRACTIVE CLASSROOM SETTINGS?
1.Define Zones for Different Activities - Zones for activities are designated areas where
specific tasks or functions occur, ensuring a structured and efficient environment. Each zone
is tailored to meet the needs of particular activities, such as a quiet zone for reading or study,
an active zone for physical exercises, and a creative zone for arts and crafts. By organizing
activities into zones, students can easily navigate their environment and engage more
effectively with their tasks.
2.Engage Students with Hands-On Elements – Engaging children with hands-on elements
means involving them in interactive, tactile activities that encourage exploration and
creativity. This approach keeps children actively involved, helping them learn by doing, which
often improves understanding and retention.
3.Incorporate Technology – Incorporating technology for children allows them to engage with
interactive tools that enhance learning, creativity, and critical thinking. It provides access to
diverse educational resources and prepares them for a digital world by building essential tech
skills from an early age.
4.Create a Visually Inspiring Environment – Creating a visually inspiring environment involves
designing spaces that are colorful, well-organized, and filled with stimulating materials that
capture children’s interest and curiosity. Such an environment encourages exploration,
fosters creativity, and helps students feel motivated and engaged in their learning journey.
5.Flexible and Functional Layout – flexible and functional layout is designed to adapt to
various needs, allowing spaces to be easily rearranged or repurposed for different functions.
This type of layout maximizes efficiency, making it ideal for accommodating both current and
future uses without major changes.
Conclusion
In conclusion, addressing environmental issues in classroom settings is essential for creating
a safe, healthy, and productive learning environment. Issues such as poor air quality,
inadequate lighting, excessive noise, and lack of proper ventilation can negatively affect
students’ well-being, concentration, and academic performance. By implementing
sustainable practices, like improving air circulation, using eco-friendly materials,
incorporating natural lighting, and reducing waste, schools can foster a more supportive and
environmentally conscious learning space. Addressing these concerns not only benefits
students’ health and academic outcomes but also instills in them a sense of responsibility
towards environmental stewardship.

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Discussant : Ronel C. Waot
Topic: Conducting successful circle times
16. Conducting successful circle times
What is circle?
A closed plane curve consisting of all points at a given distance from a point within it called
the center.
Objectives for circle times
• To practice turn talking skills
• To understand sequencing
• To respond to their own name
• Follow simple instruction
• Share and recount experience
• practice early counting skills
• explore cultural differences with the group
• To learn things about the world
Circle times ( do's and don'ts)
Do's
• keep the same circle time routine
• Be super- organized and we'll prepared
• Have resources ready
• Think about circle time before you do
• Have a plan of what you will do
• Minimize interruption
• remove disruptive children
• Learn from each circle time you lead
Don'ts
• Do the same old thing everyday
• Give vague instructions
• Expect children to sit and listen for too
long
• Pitch it above their ability to understand
and comprehend
• Bring children into an unprepared space
• keep children waiting
Thing's to Consider
Community of learner's
• Introduce new concepts and idea
Interactive
• children should not just be passive observers of the experience.
Keep it to 10- 15 minutes
• no more
Discussant : Cotanda, Rijean B.

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Topic: Planning for Meals and Organizing Center
17. Planning for Meals
Early childhood education plays a crucial role in shaping children's understanding and
appreciation of the environment. By incorporating environmental awareness into daily
routines, educators can foster a sense of responsibility and stewardship in young learners.
Planning for Meals
refers to the thoughtful and strategic process of selecting, preparing, and serving food in an
early childhood setting, with a primary focus on minimizing environmental impact while
promoting healthy eating habits.
Key Considerations:
• Food Choices: The meals we provide to children should be not only nutritious but also
environmentally conscious.
• Waste Reduction: Minimize food waste by planning meals carefully, using leftovers
creatively, and composting food scraps. Teach children about composting and the
importance of reducing waste.
• Water Conservation: Serve water in reusable pitchers instead of disposable cups.
Teach children about the importance of conserving water during meal preparation and
clean-up.
• Local and Seasonal: Emphasize fresh, locally-sourced ingredients whenever possible.
This reduces the environmental impact of transporting food long distances and
supports local farmers.
• Organic Options: Prioritize organic produce and meats to reduce exposure to harmful
pesticides and chemicals, protecting both children's health and the environment.
• Reusable Containers: Encourage children to use their own reusable containers for
snacks and lunches to minimize single-use plastics.
• Mealtime Routines: Mealtimes present valuable opportunities to engage children in
conversations about food and its origins.
• Food Waste Awareness: Teach children about the impact of food waste on the
environment and encourage them to finish their meals.
18. Organizing Centers
-involves designing and arranging specific learning areas within an early childhood
classroom, incorporating environmental sustainability and awareness as integral elements.
Key Considerations:

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1. Recycled and Reusable Materials: Utilize recycled and reusable materials to promote
creativity, reduce waste, and teach children about resource conservation.
Examples:
• Construction Center: Use recycled cardboard boxes, plastic bottles, and fabric scraps
for building and creating.
• Art Center: Provide a variety of recycled materials for art projects like egg cartons,
paper towel rolls, and old magazines.
2. Nature Centers: Designate a space for children to explore and learn about the natural
world through hands-on experiences.
Examples:
• Sensory Exploration: Create a "Nature Table" with items like rocks, pinecones, leaves,
and shells for children to touch, examine, and classify.
3. Water Centers: Create a designated area for water play that explores the properties of
water and its importance as a resource.
Examples:
• Measurement Activities: Use measuring cups and containers to teach children about
volume and capacity.
4. Recycling Centers: Establish a designated area for sorting and recycling materials,
promoting waste reduction and environmental responsibility.
Examples:
• Sorting Bins: Provide labeled bins for paper, plastic, glass, and compost.
5. Energy Efficiency Centers: Create a learning area that encourages children to understand
and practice energy-saving habits.
Examples:
• Light Switch Challenge: Have children turn off lights when leaving a room or using a
timer to remind them to switch off electronics.

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Discussant : Mary Lea Jane G. Alvizo
Topic: Intrapersonal Environment
G. Intrapersonal Environment
Learning Objectives:
• Recognize the key components of a positive interpersonal environment for young
children.
• Understand how a nurturing interpersonal environment impacts a child's social-
emotional, cognitive, and physical development.
• Develop strategies to foster positive relationships and create a supportive
interpersonal environment in early childhood settings.
The interpersonal environment in early childhood plays a important role in shaping a child's
social, emotional, and cognitive development.
Key Components of the Interpersonal Environment:
The interpersonal environment encompasses all the relationships and interactions a child
experiences, including:
• Parent-child relationships: These are the most influential, shaping a child's sense of
security, attachment, and self-worth.
• Sibling relationships: These provide opportunities for social learning, conflict
resolution, and cooperation.
• Caregiver relationships: These include teachers, educators, and other adults who
provide care and support.
• Peer relationships: These foster social skills, empathy, and understanding of social
dynamics.
• Impact on Development: A nurturing and supportive interpersonal environment
promotes:
• Secure Attachment: Children feel safe, loved, and supported, leading to healthy
emotional development.
• Social-Emotional Skills: Children learn to regulate emotions, develop empathy, and
build healthy relationships.

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• Cognitive Development: Interactions with others stimulate language development,
problem-solving skills, and creativity.
• Resilience: Children develop the ability to cope with challenges and adversity.
Challenges and Risks:
-A negative or chaotic interpersonal environment can have detrimental effects:
• Insecure Attachment: Children may experience anxiety, insecurity, and difficulty
forming trusting relationships.
• Behavioral Problems: Children may exhibit aggression, defiance, or withdrawal.
• Emotional Difficulties: Children may struggle with anxiety, depression, or low self-
esteem.
• Developmental Delays: Children may experience delays in language, social, or
cognitive development.
Strategies for Creating a Positive Interpersonal Environment:
• Nurturing Parent-Child Relationships: Provide warmth, affection, and consistent care.
• Promoting Positive Sibling Interactions: Encourage cooperation, conflict resolution,
and empathy.
• Creating Supportive Caregiver Relationships: Provide responsive, caring, and
stimulating environments.
• Facilitating Positive Peer Interactions: Offer opportunities for play, social interaction,
and conflict resolution.

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Discussant : Melona Dapiasan
Topic: GENERAL PRINCIPLE
19. GENERAL PRINCIPLE
1. Play-Based Learning:
• Foundation: Young children learn best through play. It's how they explore, experiment,
and make sense of the world.
• In Practice: Teachers should observe and assess each child's individual needs and
interests to tailor learning experiences accordingly.
2.Positive Relationships:
• Foundation: Strong, positive relationships between children and their teachers are
crucial for emotional well-being and learning.
• In Practice: Teachers should create a warm, welcoming, and supportive environment
where children feel safe to explore, ask questions, and make mistakes.
3. Holistic Development:
• Foundation: Early learning should nurture the whole child, focusing on their physical,
cognitive, social, emotional, and language development.
• In Practice: Activities should engage all areas of development, including music,
movement, art, storytelling, and social interaction.
4.Scaffolding:
• Foundation: Teachers should provide support and guidance to help children learn new
skills and concepts, gradually increasing their independence.
• In Practice: This might involve demonstrating a skill, providing clear instructions,
offering helpful prompts, or breaking down complex tasks into smaller steps.
19.1. Catching preschoolers being good
1. Be Specific: Instead of saying "Good job," try to be specific about what you observed. For
example, "You were so patient while waiting your turn," or "Thank you for helping clean up
the blocks."
2. Focus on Effort: Praise effort and progress, even if the outcome isn't perfect. This
encourages perseverance and a growth mindset.

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3. Use Positive Language: Focus on what the child did do, rather than what they didn't do.
For example, "You shared your toys with your friend!" instead of "You didn't fight over the
toys."
4. Celebrate Together: Involve the whole class in recognizing good behavior. You can have
a "Good Deed Jar" where children can drop in slips of paper with positive actions they've
observed.
19.2. Ignoring negative behavior
1. Be Consistent: If you sometimes ignore the behavior and sometimes react, it can be
confusing for the child. Consistency is key.
2. Redirect Attention: Once the child's negative behavior subsides, redirect their attention
to a positive activity. This helps them focus on something more constructive.
3. Consider the Child's Age and Development: Ignoring may not be effective for very
young children who are still learning to regulate their emotions

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Discussant : Rena Mae Jane V. Quezon
Topic: BUILDING CARING COMMUNITIES
20. BUILDING CARING COMMUNITIES
Caring community of learners is a group or classroom in which children and adults engage
in warm, positive relationships; treat each other with respect; and learn from and with each
other.
Children and adults engage in warm, positive relationships. In a caring community of learners,
all members of the group or classroom children, teachers, family are welcome participants.
The teachers take measures to ensure all children and their families feel that the teacher
wants them there. For example, all children are warmly greeted each morning. There are no
favorites, and no child is assigned a label such as bad or troublemaker. Within a caring
community, children feel safe as they explore all facets of making, keeping, and testing
relationships. The focus is on children's positive, socially acceptable behavior. Building
Caring Communities is about keeping people healthy and connected to each other.
Being connected to other people keeps us healthy. Children, however, are totally dependent
on adults for these connections. Young children, even infants, will go to great lengths to
reestablish a bond when they feel disconnected. We are the lifeline for children who need a
safe connection. They depend on us with complete trust to guide and care for them.
WAYS TO BUILD A CARING CLASSROOM COMMUNITY
1. Address name-calling. Ignoring name-calling reinforces that it is expected and OK.
2. Teach students the vocabulary for their emotions. Label emotions as youth share concerns
so they have words for what they feel.
3. Help students to focus on their own behavior, emotions, and conflicts rather than the
behavior of others by encouraging them to tell their story using the word "I" rather than "he,
she, and you" etc. Teach them to use "I Statements".
4. Hold class meetings and use the time to teach social skills, conflict resolution skills, and
reinforce empathy. The investment will minimize time wasted on discipline.
5. If a conflict occurs in the class, when possible, role- play other positive alternatives.

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6. Use authoritative discipline which involves youth in establishing meaningful rules and
consequences. Be consistent in the application and enforcement of class rules, especially in
regard to bullying, so students feel secure in their environment.
7. Quietly 'notice' when young people are caring towards one another. For example, say, "I
noticed that you helped Jane with her math." Or, say, "I noticed that you included Johnny on
your team. That was kind."
8. Require restitution. Rather than requiring an apology, when a student hurts another
accidentally or intentionally, assist the student who did the hurting to figure out a way to make
up for what happened. They might offer a kind word, help with an assignment, or include the
student in an activity, etc.
9. Take the time to discuss with youth, at a level they can understand, the effect of violent TV
shows and video games. Help young people to understand that on TV a person can get
kicked ten times and get up, but in real life getting kicked hurts.
10. Use the arts as a teaching tool. Use music to teach concepts of peace, cooperation, and
sharing. Use puppets to act out conflict situations, and then draw from the children how the
puppets can resolve problems peacefully. Have teens create skits for small children.
11. Use issues, events and concepts from social studies, science and literature as catalysts
for discussion of conflict and an impetus to discuss positive ways to handle emotions and
manage conflict.
12. Validate children's feelings. When they "tattle" about a hurt, a teacher might say, "That
must feel terrible. I understand how you feel." Often, that's all children need to hear. Help
children to find solutions to the problem that are positive and empowering. Teach children
how not to be victims.

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Discussant : Roxxanne C. Odias
Topic: Building Caring Communities, Learning Turn-Taking
and Learning To Make Decision
20.1. TEACHING NEGOTIATION SKILLS
Negotiation skills are a useful tool that can assist a child in his/her daily life. With the
help of negotiation skills, any child can initiate the process of working out agreements that
can address the immediate concerns of the other party involved.
Our kids might not learn the art of negotiation overnight. Only through practice shall a
kid learn this skill. However, once children learn these, they might never be scared or anxious
amidst adversities. With their strong-rooted negotiation skills, your kid can pave their way out
of any problematic situation with the best result. In difficult situations, even in regular social
interactions, negotiation skills help a kid in many ways.
Why are they important?
Teaching a child about the different negotiation strategies can certainly encourage him/her
to make significant difference. By using negotiation skills, he/she can:
• Handle different situations
• Avoid entering into an argument and dispute.
• Aim to achieve the best possible outcome for their life.
• Make a significant difference in his/her personal lives.
FOUR WAYS TO TEACH NEGOTIATION SKILLS
1. Teaching the difference between argument and agreement.
Argument and agreement are two significant aspects that must be understood while
negotiating in any situation. While teaching our kids the art of negotiating, we must tell them
that the ultimate goal while negotiating, in any condition, is to reach an agreement. Both the
parties must come to a common ground where the demands of both are met.
Now, to reach common ground, the tool that we use is an argument. Learning to argue
correctly is an important aspect when learning to negotiate. The common meaning of arguing
may be a little negative in kids' minds. However, it can be a great skill to learn to reason

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correctly. Plus, we must also teach our little ones that the purpose of the argument is not to
win or lose a battle but to come to a common ground with mutual respect.
2. Involving kids in making decisions.
To teach negotiation to your kid, involving them in discussions can be a good start. We can
know our kids' take on a situation, plus, the kid learns how communication and negotiation
are done when making an important decision. Another good place to learn negotiation can
be a pawn shop. If we happen to drop by one, we can take our kids along. If the kid is a tween
or a teen, involving them and letting them negotiate should not cause much harm to a deal.
Plus, the kid shall get an experience of real- world negotiation.
3. Teaching kids the difference between bending and breaking the rules.
While rules can be useful for disciplined behavior, there might be times when bending them
a little only does good. While negotiating, most of the time, there is a little bending of rules
that can take place. However, this does not imply that kids can break the rules as per their
will in the name of negotiation. Our kids must know the difference between bending and
breaking.
The bending of rules implies altering the implications slightly for an advantageous outcome.
While breaking a rule implies doing something that is entirely unacceptable.
Example: You might allow your kids to sit in front of the television for an hour a day. However,
if it is a weekend and your child wants to stay back a little and watch another episode, that
can be bending the rule. In contrast, if the child binge-watches an entire show, that can be
termed as breaking the rule.
4. Practicing negotiation with children.
Involving kids in discussions or letting them observe from a distance may work well, and the
child can learn negotiation skills. However, they learn best when they practice it over and
over again. There can be several ways to practice healthy negotiation with kids. One, for
instance, can be playing games with kids that involves negotiation.
The Orange Exercise is an ever-popular activity for teaching negotiation to kids. In this, there
are two teams or individuals, and one keeper with an orange. Both sides have to convince
the keeper why they are in need of the orange. The one who convinces the keeper gets the
fruit. Likewise, indulging kids in debating at home or in their schools can be a good way of
imbibing the art of negotiation in them too.
20.2. Learning Turn-taking
Learning to take turns is one of the most crucial social skills in our daily life especially when
we want to develop friendships, communicate with others and take part in games. It is a skill

40
that needs to be taught and incorporated into our daily life. In order to help children
understand the concept of taking turns, they need a lot of practice.
5 Ideas to help children understand turn taking and practice the skills.
1. Social Stories
It is always a good start by reading fun social stories about turn taking. A social story can
teach children the basic concept of taking turn and waiting. You can visit the board maker
website for social story ideas on taking turns, www.boardmarkershare.com and search for
activities.
2. Modelling Turn Taking
Modelling is a very effective way to show children how to take turns. Using a puppet or by
including another child to act out the 'proper way' to take turns in a conversation will show
your child what turn taking looks like.
3. Language and Gestures
Make sure you use appropriate language and gestures to help your child understand the idea
of taking turns. It is important to use simple language consistently to describe taking turns.
Start each turn with, "My turn," or "Your turn" to draw attention to the fact that only one person
plays at a time. Using gestural as tapping their chest or pointing to the child can help children
understand when it is their turn and emphasize the idea of turn taking.
4. Practice Waiting
Waiting is often the most difficult part in taking turns for children, especially for younger
children. It is always good to start with a short duration to wait and prolong the duration as
your child begins to understand the idea of waiting. A timer or singing a song can help children
to predict when their turn ends or begins. Some children may need a toy to hold while they
are waiting for their turn which helps to ease some of the tension while waiting.
5. Games
For younger children, it is always good to start with playing ball games in order to help them
understand the concept of taking turns. Rolling a ball back and forth or playing catch is a
simple way to demonstrate how turn-taking works. It demonstrates that only one person can
take their turn at a time. Table-top games such as Jenga can be used to reinforce the idea
that taking turns is fun.
20.3. Learning to Make Decisions
Key Principles

41
• Mutual Respect: Foster an environment where every member's voice is valued and
respected.
• Empathy: Encourage understanding and compassion among community members.
• Collaboration: Promote active participation and shared decision-making processes.
Creating a Culture of Inclusion
• Open Dialogue: Facilitate discussions that allow all members to express their
perspectives and ideas.
• Active Participation: Ensure everyone has the opportunity to contribute to decision-
making.
Practical Strategies
1. Group Activities: Engage in team-building exercises that require collaborative
decision-making.
2. Workshops: Offer training sessions focused on developing critical thinking and
problem-solving skills.
3. Real-Life Scenarios: Use case studies and role-playing to practice making decisions
in a supportive setting.
Benefits
• Enhanced Critical Thinking: Develops problem-solving abilities and critical thinking
skills.
• Stronger Community Bonds: Builds a sense of connection and accountability among
members.
• Resilience: Creates a more resilient and compassionate community.
Conclusion
Building caring communities where decision-making is a collaborative process leads to
stronger, more resilient, and compassionate societies. By fostering an environment of mutual
respect, empathy, and inclusivity, we empower community members to actively participate in
shaping their shared future.

42
Discussant : Fegarum, Maricel V.
Topic: Parent Partnership and Honoring Diversity
21. Parent partnership
- generally refers to a collaborative relationship between parents and schools (or other
organizations) to support a child's development and learning. Strong parent partnerships can
enhance educational outcomes by creating consistency between home and school
environments and actively involving parents in their child's educational journey.
Here are some key aspects:
Communication: Open, frequent, and clear communication is essential. Schools often use
newsletters, emails, or parent portals to keep parents informed of academic progress, events,
and other relevant information.
Involvement: Parents are encouraged to participate in school activities, attend meetings,
volunteer, or help with homework. This involvement strengthens the connection between
home and school.
Workshops and Training: Some schools offer training for parents on topics like reading
strategies, managing screen time, or even mental health support, empowering parents to
better support their children.
Feedback Mechanisms: Schools often provide channels for parents to share feedback,
concerns, and suggestions, ensuring that the partnership is responsive and inclusive.
Collaborative Goal Setting: By working together, parents and teachers can set achievable
goals for students, track progress, and adjust strategies to support the child's growth.
Parent partnerships create a supportive network that benefits not only the individual child
but also fosters a stronger school community.
21.1. Honoring diversity
- means actively recognizing, respecting, and valuing the unique backgrounds, perspectives,
and experiences that each individual brings to a group or community. This concept goes
beyond merely acknowledging differences; it involves creating an inclusive environment
where everyone feels welcomed and empowered to contribute.

43
Honoring diversity involves:
Acceptance and Respect - Embracing each person's individuality and heritage, including
differences in race, culture, gender, religion, ability, sexual orientation, and socioeconomic
background.
Empathy and Understanding - Taking the time to understand the experiences and
challenges of others, fostering compassion and connection.
Equity and Inclusion - Ensuring fair access to opportunities, resources, and a supportive
environment so everyone can thrive, which includes dismantling barriers that create
inequalities.
Celebration of Differences - Recognizing that diverse perspectives enrich creativity,
innovation, and decision-making within teams, organizations, and societies.
Honoring diversity is essential for creating a more inclusive, equitable, and vibrant
community. It’s about actively appreciating differences and harnessing them as strengths to
build a more connected and supportive world.

44
Discussant : Neljane D. Gula
Topic: PARENTING STYLES
21.2. PARENTING STYLES
Parenting styles are the strategies and approaches that parents use to raise their children.
Psychologists have identified four primary parenting styles: Authoritative, Authoritarian,
Permissive, and Uninvolved. Each style has its unique characteristics and impacts on child
development, Influencing behavior, self-esteem, academic success, and social skills.
1. Authoritative:
• Characteristics: High expectations, strong support, open communication.
• Approach: Authoritative parents set clear rules and guidelines but are also responsive
and willing to listen. They encourage independence while maintaining limits.
• Impact on Children: Children raised by authoritative parents tend to be confident,
responsible, and able to make decisions.
2. Authoritarian:
• Characteristics: High expectations, strict rules, limited communication.
• Approach: Authoritarian parents emphasize obedience and discipline, often without
explaining rules. They may rely on punishment rather than guidance.
• Impact on Children: Children may be well-behaved but might struggle with low self-
esteem, fear of authority, or difficulty in making independent decisions.
3. Permissive:
• Characteristics: Few rules, high warmth, limited discipline.
• Approach: Permissive parents are lenient and act more like friends than authority
figures. They avoid confrontation and rarely enforce rules.
• Impact on Children: Children may have high self-esteem but can lack self-discipline
and have difficulty respecting boundaries.
4. Uninvolved (or Neglectful):
• Characteristics: Low responsiveness, low demand, minimal interaction.
• Approach: Uninvolved parents provide minimal guidance, nurturing, or discipline. They
may be distant or disengaged.
• Impact on Children: Children may struggle with self-esteem, perform poorly in school,
and have difficulty forming healthy relationships

45
Discussant : Shiela Ann A. Galos
Topic: PARENTING STYLES
21.3. COLLABORATIVE RELATIONSHIP
-a partnership where people work together to achieve a common goal. (Business, Company,
Organization, School)
For students (School) -Teachers, Parents, and Administrator.
TEACHER - can collaborate with families to understand a student's needs, goals and
progress. They can also collaborate with other teachers to share the work load and provide
diverse perspective for students.
PARENTS - can collaborate with teachers to support their child's learning and advocate for
resources.
ADMINISTRATORS - can collaborate with teachers and support staff to create an engaging
experience for students.
Collaboration can help students learn from different perspectives and develop their skills. It
can also help teachers feel less isolated and share the burden of teaching responsibilities.
21.4. COMMUNICATING WITH PARENTS
- Effective communication establishes a strong relationship of trust, respect, and
transparency between parents, students, and teachers
TIPS FOR COMMUNICATING WITH PARENTS
Be respectful - being respectful help you understand parents needs, expectations, and
concerns.
Be a good listener - give your full attention to parents and listen without interrupting or
judging.
Use a problem solving approach - when parents raise concerns, work together to address
them.
Communicate regularly - keep parents informed an engaged by regularly sharing updates
about classroom activities, events, and student performance.
THREE WAYS TO COMMUNICATE WITH PARENTS 1. Digital 2. Paper 3. Physical

46
Discussant : Romulo D. Oracion III
Kristel Jane P. Quiven
Topic: ANALYZING PROBLEM BEHAVIOR
22. ANALYZING PROBLEM BEHAVIOR
The National Center for Pyramid Model Innovations defines challenging behaviors as
patterns that interfere with a child’s learning or social interactions. It is also more than that.
As one expert in early care and education notes, “Challenging behavior is communication
and it is used to communicate a message.”
Managing these behaviors is crucial. Understanding how to decode them, to figure out what
the child is communicating, is crucial as well.
"Challenging behavior is communication and it is used to communicate a message."
-Gail Joseph, University of Washington
Common Types of Challenging Behaviors
Early childhood classrooms are dynamic environments where children learn, play, and
grow together. However, educators often encounter behaviors that can disrupt this positive
atmosphere. At LENA, we commonly hear reports of challenging behaviors such as:
▪ Aggression: hitting, biting, or pushing peers.
▪ Defiance: refusing to follow instructions or routines.
▪ Tantrums: intense emotional outbursts.
▪ Withdrawal: avoiding social interactions or activities.
Mary Louise Hemmeter, a renowned researcher in early childhood education, found that
teachers consider disruptive behaviors their greatest challenge. Her survey of over 500
educators revealed addressing challenging behavior as the top training need, highlighting its
prevalence and impact in early childhood settings.
Developmentally Appropriate vs. Challenging Behaviors
Not all difficult behaviors warrant concern. Toddlers throwing occasional tantrums or
preschoolers testing boundaries often represents normal developmental stages. However,
behaviors become challenging when they:

47
• Persist despite consistent intervention.
• Interfere significantly with learning or peer relationships.
• Pose safety risks to the child or others.
• Occur with unusual frequency or intensity for the child’s age.
The National Association for the Education of Young Children (NAEYC) provides
guidance on distinguishing between typical and challenging behaviors. They state,
“Educators need to be keen observers to understand what children are trying to communicate
through their behavior.”
22.1 Events in the Child's Life: Shaping Behavior
Major life events can significantly impact a child's emotional and behavioral development.
Understanding these events and their potential influence on behavior is essential for
educators and caregivers.
1. Transitions and Changes:
- Moving to a new home, starting a new school, or experiencing a change in family structure
(e.g., divorce, birth of a sibling) can disrupt a child's sense of routine and security, leading to
anxiety, regression, or acting out.
2. Trauma and Stressful Experiences:
- Exposure to trauma, such as abuse, neglect, witnessing violence, or experiencing a natural
disaster, can have profound and lasting effects on a child's emotional well-being and
behavior.
3. Family Dynamics and Relationships:
- Conflict within the family, parental mental health issues, or changes in family dynamics can
create a stressful environment for a child, impacting their behavior.
4. Medical or Developmental Challenges:
- A child's behavior may be influenced by medical conditions, developmental delays, or
learning disabilities. These challenges can lead to frustration, anxiety, and difficulty regulating
emotions.
5. Social Interactions and Peer Relationships:
- Bullying, social isolation, or negative peer interactions can negatively impact a child's self-
esteem and lead to withdrawal, aggression, or other behavioral issues.

48
22.2 Triggers: Identifying Patterns and Antecedents
Triggers are specific situations, stimuli, or events that precede and often contribute to
problem behavior. Identifying these triggers is crucial for developing effective intervention
strategies.
1. Environmental Triggers:
- Changes in Routine: Sudden changes in a child's daily schedule or routines can disrupt
their sense of predictability and lead to anxiety or frustration.
- Sensory Overload: Overexposure to sensory stimuli, such as loud noises, bright lights, or
strong smells, can be overwhelming for some children, triggering behavioral outbursts.
- Lack of Structure: A lack of clear expectations, rules, and boundaries can contribute to
confusion and misbehavior.
2. Emotional Triggers:
- Frustration: When a child is unable to communicate their needs or achieve their goals, they
may become frustrated and act out.
- Anxiety: Children experiencing anxiety may exhibit behaviors like clinginess, avoidance, or
tantrums.
- Boredom: A lack of engaging activities or stimulation can lead to restlessness and
disruptive behavior.
3. Social Triggers:
- Attention-Seeking: Some children may engage in problem behavior to gain attention from
adults or peers
- Peer Conflict: Negative interactions with peers, such as bullying or exclusion, can trigger
aggression or withdrawal.
- Social Expectations: Difficulties understanding and meeting social expectations can lead
to frustration and misbehavior.
Understanding the ABCs of Behavior
To effectively analyze and address problem behavior, it is essential to understand the ABCs
of behavior:
- Antecedent: The event or trigger that precedes the behavior.
- Behavior: The specific action or response.
- Consequence: The outcome or result of the behavior.

49
22.3. Consequences for Behavior
Understanding the consequences of problem behavior is a crucial step in managing and
addressing such behaviors effectively. Consequences can either reinforce or discourage
problem behaviors, depending on how they are implemented and perceived by the individual.
Here are the key points to consider when analyzing the consequences of problem behavior:
Types of Consequences
1. Positive Reinforcement: When a behavior is followed by a desirable consequence,
it is likely to be repeated. For example, if a child receives praise for completing a task,
they are more likely to engage in that task again.
2. Negative Reinforcement: This occurs when a behavior is followed by the removal of
an unpleasant stimulus, thereby increasing the likelihood of the behavior being
repeated. For instance, if a child completes their homework to avoid being scolded,
they are more likely to complete their homework in the future.
3. Punishment: This involves presenting an unpleasant consequence after a behavior
to decrease the likelihood of that behavior occurring again. For example, if a student
is reprimanded for speaking out of turn, they may be less likely to interrupt in the future.
4. Extinction: This occurs when a behavior is no longer reinforced, leading to a gradual
decrease and eventual cessation of the behavior. For example, if a child's tantrums
are ignored and not given attention, the frequency of tantrums may decrease over
time.
Analyzing the Impact
1. Immediate vs. Delayed Consequences: Immediate consequences are more
effective in altering behavior than delayed ones. It's important to address problem
behaviors promptly to create a clear link between the behavior and its consequence.
2. Consistency: Consistent application of consequences is key to modifying behavior.
Inconsistent responses can confuse individuals and may reinforce undesirable
behaviors.
3. Appropriateness: The consequence must be appropriate and proportional to the
behavior. Overly harsh or lenient consequences can be ineffective or
counterproductive.
4. Context and Individual Differences: Consider the context in which the behavior
occurs and the individual’s unique needs and circumstances. Consequences that work
for one person may not be effective for another.
Practical Application

50
1. Identify the Behavior: Clearly define the problem behavior that needs to be
addressed.
2. Determine the Consequences: Decide which type of consequence (reinforcement,
punishment, extinction) will be most effective.
3. Implement Consistently: Apply the chosen consequences consistently and
immediately following the behavior.
4. Monitor and Adjust: Observe the impact of the consequences on the behavior and
make adjustments as needed to ensure effectiveness.
By carefully analyzing and implementing appropriate consequences, educators, parents, and
caregivers can effectively manage problem behaviors and promote positive behavior change.
This approach helps create a supportive and structured environment conducive to learning
and personal development.

51
Discussant : Daniela May Y. Perocho
Topic: Teaching Alternatives Behaviors
23. Teaching Alternatives Behaviors
Modeling is an important way of communicating to our children which behaviors we
hope they will learn. By using a skill to ourselves, we show our children that the skill is
natural and is important and useful to us.
23.1. Alternatives Behaviors:
1. Expressing Emotions Constructively
Helping children express their feelings in a healthy and appropriate way, such as using
words instead of actions (e.g., crying, tantrums) and using art, writing, or talking to
communicate their emotions.
2. Problem-Solving Approaches
Teaching children how to think critically and find solutions to challenges they face,
whether it’s a puzzle, a conflict with others, or dealing with frustration, instead of giving up
or blaming others.
3. Sharing and Cooperation
Encouraging children to share their belongings, take turns, and work with others
towards a common goal. It helps build social skills and empathy by learning to value
teamwork and collaboration.
4. Responding to Conflict
Teaching children how to handle disagreements peacefully, such as walking away
from a situation when they feel upset, talking things out, or seeking help from an adult
rather than resorting to physical or verbal aggression.
5. Following Instructions
Helping children listen attentively to instructions and complete tasks in an organized
and timely manner, rather than ignoring or delaying them. This can include using strategies
like visual cues or setting up a routine.
6. Building Patience

52
Teaching children to wait for something they want, such as waiting their turn or
delaying gratification, without becoming upset or frustrated. This can be developed through
structured waiting times or rewarding patience.
7. Handling Mistakes
Encouraging children to acknowledge their mistakes and learn from them, rather than
hiding or fearing them. This promotes a growth mindset, where children see errors as
opportunities for learning rather than failures.
8. Showing Respect for Others
Teaching children to consider and value the feelings, perspectives, and needs of
others. This includes behaviors like apologizing, offering help, or showing kindness instead
of teasing or ignoring others.
9. Practicing Independence
Encouraging children to perform tasks on their own, such as dressing themselves,
making choices, or solving simple problems, in order to build confidence and self-reliance.
10. Developing Gratitude and Positivity
Teaching children to recognize and appreciate the positive aspects of life, expressing
thanks for things they have, and maintaining an optimistic attitude, even when faced with
difficulties.
Each of these behaviors fosters emotional, social, and cognitive development in children,
helping them to navigate the world with resilience, empathy, and confidence.
23.2. Social Scripts for Children
Social scripts are structured ways of helping children understand and navigate social
interactions. They provide clear language and behavioral guidelines for specific situations,
helping children practice appropriate responses.
Examples of Social Scripts:
1. Greeting Someone:
“Hi, my name is [Name]. What’s your name?”
“Hello! How are you today?”
2. Asking for Help:

53
“Can you please help me with this?”
“I don’t understand. Could you explain it again?”
3. Taking Turns:
“Can I have a turn when you’re done?”
“It’s your turn now. Let me know when it’s my turn again.”
4. Apologizing:
“I’m sorry for [what I did]. I didn’t mean to hurt you.”
“I see that I upset you. How can I make it better?”
5. Joining a Group Activity:
“Can I play with you?”
“What are you playing? Can I join?”
6. Declining Politely:
“No, thank you. I don’t want to right now.”
“I don’t like that, but thank you for asking.”
7. Expressing Feelings:
“I feel [emotion] because [reason].”
“It makes me happy/sad when [situation].”

54
Discussant : Paul Bajao
Topic: Using "time-out" properly
23.3. Using "time-out" properly
- for children involves making it a calm and constructive tool for teaching self-regulation,
rather than a punishment. Here's how to implement it effectively:
PURPOSE OF TIME-OUT
Teach self-regulation: Help children calm down and reflect on their behavior.
Interrupt negative behavior: Give children a chance to reset when emotions or actions
escalate.
Reinforce rules: Establish clear boundaries and consequences.
STEPS TO USE TIME-OUT EFFECTIVELY
1. Set Clear Expectations
Before using time-out, ensure the child understands the rules and the behaviors that will
result in time-out.
Example: “Hitting is not okay. If you hit, you will take a break in the time-out spot.”
2. Choose a Neutral Spot
Select a quiet, boring area where the child can calm down, like a chair or corner. Avoid
using places associated with comfort (e.g., their bed).
Make sure it’s safe and free from distractions like toys or screens.
3. Stay Calm and Consistent
Use a calm tone when sending the child to time-out. Avoid yelling or expressing anger.
Say, “You’re going to time-out because you [name behavior, e.g., hit your sibling].”
4. Set a Timer
Use a short, age-appropriate duration: about 1 minute per year of the child’s age (e.g., 3
minutes for a 3-year-old).

55
If the child continues to resist, the timer starts once they’ve settled down.
5. Explain Afterward
When time-out is over, briefly discuss the behavior and what the child can do
differently next time.
Example: “Time-out is over. Remember, we don’t hit. Next time, use your words to tell me
how you feel.”
6. Reintegrate Positively
Welcome the child back to the activity or situation with a positive attitude. Avoid holding a
grudge.
Encourage the desired behavior going forward.
KEY TIPS FOR SUCCESS
Stay Consistent: Always follow through when you say a time-out will happen.
Keep it Short: Long time-outs can cause resentment or confusion.
Don’t Overuse: Time-out should not be the only strategy for managing behavior. Combine
it with teaching problem-solving and emotional regulation.
Avoid Using it as a Threat: Instead, frame it as a way to help the child calm down and
make better choices.
Model Calmness: Show the child how to manage emotions by remaining calm yourself.
WHEN TO AVOID TIME-OUT
For children under 2 years old (they may not understand its purpose).
During meltdowns driven by emotional overwhelm, as this can feel isolating. In such cases,
help the child calm down first using comforting techniques. By using time-out properly, you
can help children develop self-control and learn appropriate behavior without feeling
shamed or disconnected.

56
Discussant : Julie Mae R. Samson
Topic: Communication skills
24. Communication skills
Developing communication skills in children is important for their social, emotional, and
academic growth. It helps them express their thoughts and feelings, understand others, and
build strong relationships.
24.1. Communication and behavior
Verbal communication in children involves using words to express ideas, which develops
with age and includes vocabulary, sentence formation, and tone.
Non-verbal communication includes gestures, facial expressions, body language, and eye
contact, which convey emotions and reactions without words.
Listening skills are crucial for understanding and responding appropriately, involving active
listening, comprehension, and feedback.
Children’s behavior is influenced by their communication abilities, affecting how they
interact socially and manage emotions. Effective communication helps children express
themselves, understand others, and regulate their behavior in different situations.
Behavior in children
Emotional Regulation - this refers to a child's ability to manage and respond to emotions in
a socially appropriate way.
Social behavior - this refers to how children interact with others in their environment.
Problem-Solving - This involves a child's ability to identify, analyze, and resolve challenges
or obstacles.

57
Discussant : Ma. Daisyree Luz G. Ortiz
Topic: General Principles for Teaching Social Communication
24.2. General Principles for Teaching Social Communication
▪ Oral language development
Prioritize oral language development, which helps with social and emotional
development and literacy skills.
▪ Model good social behavior
Be a good role model by using manners, such as saying "please" and "thank you".
▪ Encourage communication
Help children learn to express themselves, understand language, and communicate
effectively.
▪ Support language abilities
Help children interact with others to initiate conversations in natural settings, such as
asking for help or making requests.
▪ Cultural competence and Inclusivity
Make curriculums culturally sensitive and inclusive by incorporating materials, music,
and stories that represent different cultures.
▪ Facilitate parent-child Interactions
Allow time for meaningful interactions and provide opportunities for children to contribute
to their local community.
▪ Children learn by using basic materials
Provide materials that can be used in multiple ways and allow for hands-on exploration
and problem solving.
24.3. Nonverbal communication
- is an important part of early childhood education because it helps children communicate
their needs and emotions before they can speak. Nonverbal communication includes:
Facial expressions: Smiling, frowning, and gazing can convey a range of emotions

58
Body language: Standing with arms crossed can indicate a child is feeling closed off
Tone of voice: A child's tone of voice can convey excitement or fear
Gestures: Pointing, vocalizations, and tilting the head can help children communicate
Eye contact: Making eye contact can help children relate warmly to others
Use of space: Giving a child space can help them be considerate of others

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