Final 3rd semister log 3 ecep 211 log template (8).doc-shila (1)
- 1. REFLECTIVE PRACTICE GUIDANCE LOGS DATE:___ October 29, 2012 Guidance Strategy Used:__ Active Listening ___ OBSERVATION (Observe, identify the problem, examine the context of the problem) In the morning, during the free play time the preschoolers went to the Dramatic area and they started playing with dishes. I went there and sat with the children. At that time, I heard that “J” said to “O”, “We are only using the red dishes on the table.” “O” said to “J”, “But I like yellow dishes, too.” Then “J” said, “My mom says we can only play with red dishes.” “J” began to arrange the table with red dishes while “O” observes quietly. Then “J” said, “Looks red dishes are nice.” Then “O” places a yellow cup on the table. Right after that, “J” removed it and said, “Only red dishes, no yellow ones.” At this, “O” became very upset and started to cry and came to me and said, “ “J” did not let me play with the yellow dishes.” Context of the problem: “J” (4 years) and “O” (3 years and 5 months) was playing together almost all the times. “J” always tries to dominate other children, and loves to exercise her personal power. “O” is shy and sensitive. In this scenario, when “J” tried to control “O”, “O” became very upset. According to book titled Guiding Young Children, “Preschoolers are striving for personal power and control over their world, they try all the tactics they think might work.” (Reynold, E. p.129). 1
- 2. DECISION (Choose a guidance strategy from this course that fits with the problem. Clearly state why the chosen strategy is appropriate for this child/situation) At first, the student teacher (I) decided to use the Giving Information” technique to let “J” know that her behaviour was not safe and she could make someone upset. But the Giving Information technique is effective when an adult owns a problem. Therefore, I chose to use the active listening technique because the problem arose was the child’s owns problem, and I decided to lead “O” to solve problem by herself. According to the book titled Guiding Young Children, “When child owns the problem, active listening describes the first step of many problem-solving interactions. Active listing is the teacher’s tool for interpreting a child’s feelings and reflecting them back to the child. The child thus receives a message of acceptance and trust.” (Reynold, E., p.8, 97). I used this strategy because I knew that the two children were not equal in power physically and mentally, and also not able to talk with each other. I decided to support the child who was less strong, physically and mentally, than the other. The submissive child should be and can be treated as equally as the dominant child. According to Vygotsky, the difference between what the children can do without the support of a more experienced caregiver and what the children can do with that support (Kail, R. & Zolner, T., p. 248). 2
- 3. ECEP 211 Log template 3
- 4. ACTIONS (Clearly discuss your actions, the child’s response and the results of the guidance strategy) When I saw that “O” looked sad and started to cry, I approached her and got down to her level. I kept my one hand on her shoulder, made eye contact with her and said, “That must be annoying, Did you talk to “J” about the matter?” “O” then put her hand on her cheek and shakes her head and said, “No.” Then I said to her, “It looks like that is so frustrating to you.” “O” nods her head and said, “Yes.” After that I said, “You want to play with the yellow dishes but “J” is not permitting you, right? Do you have to do what “J” tells you to do?” In reply, “O” said to me, “J” will not let me play.” After that I said to her, “It seems to me that it is up to you to make that choice. What do you think?” “O” thought about it while she was playing with her hands; soon after she came back to play with “J” and put the yellow dish on the table. “J” said “Why are you putting a yellow dish on the table? I only want the red ones!!!” “O” said to “J” using a stronger voice than before, “Well, it doesn’t only matter what you want, what I want matters too. I want the yellow dishes.” “J” accepted O’s decision and started playing along with her. While they were playing, “O” looked up and smiled at me, and I smiled back. According to the book titled Guiding Young Children, “When one child asserts herself, very often other will back off. It is surprising how a young child can sense strength or weakness in a peer and will respective assertiveness.” (Reynold, E., p.130) 4
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- 6. Reflect (Specify what went well. Are there some things that you need to change? Why? Strengths Needs I have learned about my guidance strategies and I feel that I want to be more verbal and also want techniques from my class workshop, videos, and to provide more verbal activity to show how to professor Sheila Sullivan’s class lectures. develop owns right strongly. I have learned various practical guidance I also feel that I should identify children needs techniques through observing my ECE’s work in first and then help them accordingly. So that the preschool B room. children can call on their own inner resources to cope with the situation, because that’s what will I am open, approachable and accessible, and put continue with them throughout their lives. myself at the child’s eye level. I need to discuss with my ECE supervising I reflect my feelings by using a neutral, warm, teacher to develop strategies to build children accepting and empathetic voice. assertiveness. For example, help children to use I give to the child accurate names to the feelings phrases such as I want this, my turn, I don’t like. such as how annoying, that must be frustrating, and convey acceptance, trust, and respect. I encourage and allow the child to solve his/her own problems. I listen carefully to what the children had to say before I started saying anything to them. 6
- 7. Changes The main change that I would like to develop is the children’s confidence to recognize their own inner resources to cope with the situation. First, I would observe the children and identify the children who are mentally weak. By taking permission from my supervising teacher, I would play a role as to how to establish own decision and also tackle the person who want to establish his/her voice. I will read books to learn how to establish children’s own voices and wishes. 7
- 8. Dear Supervising Teacher: Please read and review each guidance log. For each log, please select the appropriate box below. O This log is based on your observations of the student’s actual in practice. O This log is somewhat accurate. 8
- 9. O This log is not accurate. Please explain:________________________________ Agency Name: _______________________________________ Agency Phone number: ________________________________ ECE name and signature: _______________________________ Date: __________ Thank you. 9
- 10. Self-Evaluation I have successfully completed my “Reflective Practice Guidance Logs” assignment. It was a great opportunity for me to learn the different guidance strategy practices. I believe that good guidance from adult can make a child perfect. As a future early child educator, learning different guidance strategies is very important for us. During this assignment, I observed children in three different situations in different time and dates. I applied different strategies in different situations. Sincerity and in-depth observation were my strengths while doing this assignment. I got a clear idea from our teacher and the text book ‘Guidance of Young Children’ about different guidance strategies. In her lectures, our teacher spoke on various valuable aspects of different guidance strategies. She also gave us organized class notes. I studied the ‘Age and Stages’ booklet, and the book titled ‘Children: A Chronological Approach’. From those books, I acquired knowledge on the children’s behaviour at different ages. The knowledge about their age and behaviour helped me to apply my skills. During my placement days at the centre, I always observed how my supervising ECE teacher and other staffs guide the children to practice positive behaviour. I also observed their various guidance techniques in everyday situation. My passion, affection and devotion for childcare also supported me to minutely observe the different situations and resolve the problems. Skills and precision in observation is required for completing this assignment. I used my cognitive skills to comprehend theoretical techniques, and applied them in concrete and realistic way. Learning of theoretical approaches about guidance techniques is completely different from their actual application in real-world settings. I was able to successfully relate between theories and practices. Preschoolers are curious, energetic, and powerful. They are striving for personal power and like to control over the world. For me, the great challenge was to predict their behaviour because the prediction of a preschooler’s is very difficult as they may become aggressive and may have the intent to hurt others. I, therefore, need to be more patient and experienced to be capable enough to guide a 10
- 11. child. How this assignment would relate to my future goals. It is apparent that this assignment is applicable in the field of early child hood educator. Effective and specific guidance technique is essential for me. I believe that for my future goals of becoming an early child educator, this assignment will help me in a classroom setting. In short, this assignment experience will support me to work and guide children in positive and responsive ways in my future profession. I also believed that in our profession, there are some complexities of teaching profession. Every individual child comes from different cultures background, languages, and religions, there can be children of special needs; so the task of fulfilling their individual needs by treating them equally challenging for an Early childhood educator. WE need to be warm and responsive, as well as enthusiastic about nurturing children’s first steep of learning. We should use respective language and positive guidance strategy in order to respect child individuality .I also believed that in order to get better result in child’s personality and better bonding between the caregiver and children, it is essential as an Early Childhood Educator to welcome the parents and exchange information with them to meet the needs of parents/children by using different method. 11
- 12. Bibliography Kail, Robert V, and Zolner, Theresa. Children A Chronological Approach. Toronto:Pearson, 2009. Print. Allen, K. Eileen and Marotz, Lynn R. Developmental Profiles. USA: Thomson, 2007. Print. Bullard, J. (2010). Theorists and Approaches Supporting the Importance. Creative Environments for Learning (pp. 11–12). New Jersey, NJ: Pearson Education Inc. 12
- 13. Marion, Marian.(2007).Guidance of Young Children. New Jersey, USA: Pearson Education, Inc. Reynolds, Eleanor. Guiding Young Children: A Problem – Solving Approach. NY: McGraw-Hill, 2008. Print 13