paint"? Jose may say, "Paint is in the art area". "That is right, I would like you to

take the blue paint back over to the art area please".

• Jose, since you painted the blocks blue, you will need to wash the blocks in the

sink and then find another area of the room to play in. The logical consequence

of painting the blocks is that Jose needs to be responsible and clean the blocks.

Feeney et.al., states that "such consequences are consistent with values of justice

and responsibility" (Feeney, et.al. , 2009, pg. 307).

• After Jose has returned the paint and washed the blocks, I could redirect his

energy by saying, "Jose I can see that you really enjoyed painting the blocks blue.

Maybe you could find a cardboard box in the art area and paint it blue so that you

have a blue block". If Jose agrees, we would go into the art area and look for a

cardboard box that he could turn into his blue block. This is allowing him to

focus his energy into an activity that is similar to the one he was doing but is not

destructive of the materials and keeps the paint in the art area where it belongs.

• When Jose is in the art area painting his blue block I will say, "I see that you are

carefully painting the cardboard box so that you will have a blue block". Our

textbook states that when you use these statements, you are showing the children

that you see what they are doing (Feeney et.al., 2009, pg. 2~

Short term goals: • One short term goal for Jose would be to use the aint and the to s carefull . Jose

will in the short term future be able to self-regulate his behavior and be able to

keep the paint in the art area and know that the wooden blocks in the block area

are not for painting.

• Another short term goal for Jose is-supportingJ1is-ere1iti¥ity. By acknowledging

Jose's creativity and giving him a safe outlet to pursue his project, he will realize

that his ideas are valued and that he will be able to be.-GFeative in the classroom.

Long term goals: • One long term goal that my approach is supporting is that Jose is building_ an

inner control of his behavior. In the future Jose will be able to control the desire

to take the paint out of the art area and paint the wooden blocks. He will be able

to realize that there may be another way to do accomplish what he wants.

• Another long term goal that I think I am supporting is promoting a positive sense

of self. Through the R & R statements, I am helping Jose build strength and

confidence in himself and his decision making. Feeney et.al., writes, "This sense

of self supports their ability to accurately identify their own S9ngths and to

accept their challenges and limitations" (Feeney, et.al., 2~ pg. 283).

Scenario 4: Brenda loves playing in the house area. She always wants to pretend that she is the

baby and that Desiree is the mommy. They play together for long periods of time

without conflict. However, when another child tries to enter the play Brenda

becomes frustrated and angry, sometimes yelling at the other child. Today, when

Katie wanted to join in their play, she grabbed up all the dress up clothes and said,

"No one else can play in our family. It's just the mommy and the baby!!? How

would you respond? • The first guidance technique that I would use for this situation is the "I" message.

I believe that it is important to show Brenda my expectations of her without

blaming her. She is not misbehaving rather the behavior is mistaken. Feeney

et.al., write, "Mistaken behavior, on the other hand, suggests that children are

learning to behave acceptably and are therefore subject to making

mistakes"(Feeney, et.al., 2009, pg. 305). ~

• The second guidance tool that I will use in this situatiQE is conflict resolution.

While this scenario does not appear to be a conflict at first is the start of conflict

\ J\ within the group of children in the area. As a teacher, I want to be careful to

~ r:P: ..[ watch first and intervene only when necessary. Feeney, et.al. write, "Although it

· \J · \ is tempting to step in to solve problems for them, this intervention does not help

them learn to be problem solvers" (Feeney, et.al, 2009, pg. 293).

• The third approach that I would use in this situation is to give Brenda and the

other children some choices. I would ask the children if they know of any ways

to solve the conflict. I would hope that Brenda would be able to come up with a

compromise that would help the children to enjoy their play experience. Children

need a couple of real choices so that they can problem solve and come up with an

acceptable solution.

• If the situation could not be handled and Brenda still did not want to allow other

children to play with her or in the dramatic play area near her, then I would have

her do a time-in. It is my hope that I would not need to use this guidance tool

because my goal for Brenda would be to resolve the conflict peacefully so that all

the children involved were satisfied with the solution. Time-in is a last resort.

According to our lecture notes, time-in is having the child sit next to you and not

necessarily having to talk but they are not isolated from others. (Principals and

Practices lecture notes, 2013).

Detailed Description: • As I approach the children, I want to make sure that I let Brenda know my

expectations of her without placing blame on her. I would say, "I am

J,. ~at there is so much yelling g~ on in the dramatic play area. It is

"\ _,l ~ - ~gifllard for the other children to concentrate on their play activities.

-,~I"' Brenda can you tell me how many children are allowed to play in the dramatic

_ \ ~\ 0~ c).- \!)~ play area at one time?'' Brenda may say, "Four people in this play area but I don't

cfJ' \ ,.,.) cJJ)~ .~ ,._ want to play with Katie" "I see Brenda but Katie's feeling got hurt, how do you

u.F ~ lf\'f::. v think we can help her feel better?"

v01J ~~ (j • To possibly get the children started in conflict resolution, I could say "How do

v.f}-- · ~ you girls think that the problem can be solved?" "Brenda, what do you think will

....,- _ '\V) . ~ · help Katie feel better?" Desiree may say "Urn, Katie can play With us and be the

~ o:J?' daddy or the sister." Katie may say that she wants to be the sister. Brenda may

~ say, "I don' t want to play with Katie, I don't want a sister." I want to sit back and

listen as long as possible before I intervene. I will only intervene and go on to the

next approach if the girls cannot come up with a solution or if the child' s physical

or emotional safety is in danger. • Ifthe children cannot come up with solutions on their own, I can step in briefly

and give them a couple of choices. I could say, "What happens if Katie is the

babysitter or the next door neighbor who comes over to visit?" Brenda would it

be alright is Katie asked another friend to come in to the dramatic play area and

play next to you?" At this point I would also say, "Do any of you girls have any

ideas?" Sometimes you can get children to generate solutions by giving them a

couple of ideas. • Finally if Brenda could not accept_@y reasonable solution and did not want Katie

to be anywhere near her and Desiree, I woUld say, "Brenda I think maybe you

need to come sit next to me. I think that you need to take a little break from the

dramatic play area." Feeney et.al., writes, "providing a safe comfortable place for

a child to regain composure can be helpful. Different from time-out, offering a

place for calm reflection and "cooling off'' can be an effectiv~o help

children gain self-control" (Feeney et.al., 2009, pg. 308) ~J)

Short term goals: • One short term goal for Brenda would be is to be able to "respect and show care

for the feelings and rights of others and of themselves" (Feeney et.al., 2009, pg.

279). I believe that by using the guidanc~echniques that I have chosen will help

promote this goal for Brenda. ~ • Another short term goal that I believe my approach will foster Brenda's social

skills as well as using the materials in the gpunatic play area in a way that is

acceptable and includes others. ___/'

Long term goals: • One long term goal that I believe my approach will help Brenda is to foster the

development of social and · onal intelli ence. Brenda is just beginning to

understan and build on her own social and emotional control. According to our

textbook, effective guidance practices promote the child' s social and emotional

growth competence by supporting the child' s growing abilities to identify their

feelings and the feelings of others, demonstrate care and concern for other people,

develop warm and caring friendships and relationships with others, and to handle

situations calmly and in a constructive way (feeney, et.al., 2009, pg. 280).

• Another long term goal that I believe my approach is supporting is helping

Brenda to develop inner self control. By gtvmg Brenda the chance to resolve the

issue through conflict resolution, choices and a possible time-in, she is learning to

self-regulate her behavior. In future conflicts, she will be able to regulate her

behavior in a way that is acceptable. /

• Another long term goal that I believe that my approach is supporting is , ....._0\ developing the ability to~me an effective member of the community. 'V D

"Children are not born with the ability to work cooperatively with others"

(Feeney, et.al., 2009, pg. 283). Through conflict resolution, Brenda is learning to

work cooperatively within a group setting which in turn will help her to bec~e

an effective member of the community as she grows into an adult. ~

Scenario 5: 3 year-old Stephen has trouble sitting at circle time. If he sits near you he talks out

constantly and pulls on whatever is in your band. If be sits across the circle from

you be pushes the other children and tries to sit on their space, or rolls out into the

middle of the circle. How would you respond?

• The first guidance tool that I would use in this situation would be the "I"

statement. I would want to address the problem without blaming Stephen.

Stephen seems to have a short attention span and does not handle large group time

well.

•

•

The second guidance tool that I would use in this situation would be choices .

Stephen appears to not be ready for large group time. Feeney et.al. writes, "

Young children who are not ready for group experiences will tell you by

wiggling, getting up, lying down, or walking away. These behaviors give you

valuable feedback-something (the activity or the timing) is not appropriate to their

needs (Feeney et.al., 2009, pg. 303).

The third guidance tool that I would use in this situatipn the R & R statements to

reinforce positive behavior from Stephen. I want him to see that I am paying

attention to what he is doing and that his needs and activities are just as important

as the other children.

Detailed Description: • When in the large group time, I would say "it is really hard for the group to listen

to the story when there is so much noise and moving around." Stephen can you

r tell me how what we are doing in circle today?" Maybe Stephen just needs to be

Y able to communicate an idea for circle time and by asking him about circle time

QO\ ~.r· that may open up an appropriate way for Stephen to engage in large group time.

\ He might say, "Well I want to talk about trucks, big red ones."

~ • The second tool that I would use in this situatiorW.s_ choicesl If the rest of the

children are enjoying group time and Stephen is the only one that is not

developmentally ready for large group time, I can offer him a couple of choices

for him to do quietly while the other children have group time. Feeney et.al.

Writes, "Sometimes one or two children have difficulty while the rest enjoy gro

time. If so, you can provide an alternative activity for these children" (Feeney

et.al. 2009, pg. 303). I would say "Stephen would you like to go into the art area

and create a drawing or would you like to go over to the quiet area and read a

book to yourself while the other children have group time?'' Stephen may come

up with an acceptable choice of his own such as "can I do a puzzle at the table

over there?" • With the third guidance tool, I would be using R & R statements to support

Stephen such as saying, "Stephen I see that you put that puzzle together quickly

and that is a tricky puzzle." I want to show Stephen that I notice and value his activity as well as picking a quiet activity to respect the other children's needs that

were being met during large group time. I do not want to praise Stephen but rather acknowledge what he is doing and let him know that his needs are valued

just as much as the other children. "When you use these statements frequently, children are aware that you value their actions and interests. Regular ·use of R & R

statements also help ch_ildren make sense of what they are experiencing" (Feeney

et.al. 2009, pg. 288Y ·

Short term goals: • A short term goal that I believe my approach is supporting is for Stephen to learn

to show res ect for the ri ts and feelings of his classmates as well as his own

(Feeney, et.al. 2009, pg. 279). Stephen is learning that the other children like

group time and that even though he is not ready for large group time, he needs to

respect the needs of his classmates. By giving Stephen the choice of quiet

activities, he is learning that his feelings and needs are being respected as well.

• Another short term goal that my approach is supporting is fostering Stephen's

independence. Children need to know that their independence and their different

needs are valued just the same as other children amnhat he was not misbehaving in

circle time rather his behavior was misguided.

Long term goals: • A long term goal that I believe my approach is supporting is helping Stephen to

develop a positive sense of self. Feeney writes "As children grow and have experiences wtfu others, they develop a set of beliefs about who they are based on the perceptions ofhow others see them" (Feeney, et.al. 2009, pg. 281). By allowing Stephen the choice of quiet activities, he is not in group time disrupting

the other children' s enjoyment of the group activity, this helps the other children

see Stephen as a peer rather than a child who is disruptive, which can lead to negative peer interactions.

• Another long term goal that I believe my approach is supporting is helping Stephen to develop social and emotional intelligence. Through the "I" statement approach, the choices and the R & R statements Stephen is learning that other children' s feelings are just as important as his and that he can cooperate within the classroom dynamic. He is learning to make good choices and resolve conflicts successfully and in turn make friends by respecting their needs and activities (Feeney et.al. 2009, pg. 280).

• Another long term goal that is being supported by my approach is that Stephen is learning to build inner self control. By making the choice to do a quiet activity on his own, he is learning to self-regulate hi~avior and not be disruptive to the rest of the children during large group time.

In conclusion, there are many guidance techniques that can be used when a teacher

encounters different difficult behavior situations with children. When selecting tools

·~ -

to use, I want to be able to help foster the child' s positive short term and long term

goals while not blaming the child for their behavior. Children do not misbehave on

purpose rather their behavior is mistaken behavior and children will sometimes make

mistakes. As they make mistakes, teachers guide their behavior to teach children

acceptable ways to gain self-control and to self-regulate their behavior. Children are

not born with this ability; rather adults are guiding children in positive ~

promote the short term and long tern goals for children' s behavior.

Reference Page

Feeney, Moravcik & Nolte .. (2013). Who Am I in the Lives of Children? Upper Saddle

River, New Jersey: Pearson Education, Inc.

VVC Child Development lecture handout. (2013).

CHDV 110 Grading Rubric for Guidance Scenarios

Examine a variety ofguidance and interaction strategies to increase children's social competence and promote a caring classroom community. student, demonstrating a guidance (teaching) approach versus a punishment approach.

1

• ___J!, willingness to teach the child social ~ skills instead of punishing the child,

understanding that often it is "mistaken"

1

?~or versus "misbehavior "that often ~IS ··mistaken" behavior versus

(Points Possible: 10) { U ~~ehavior" Points received:

References: The degree to which the student integrates textbook material in each section of the response. (Points Possible: 5) /' Score on Rubric ~ Quality of writing. The degree to which the essay is proofread and edited for spelling, grammar, fom1atting, and correct in­text citations. A reference (works cited) page is provided.

(Points Possible: 5)

Points Received: r

Total Possible Points: 50

~ok and/or outside sources are I referenced 4 or 5 times in each scenario. rS-"4

The paper is proofread and edited for ~ammar, formatting, and correct in-text citations. A reference (works cited) page is provided.

~ Points R<Oeiv{!/ )

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

• and understanding that often it is "mistaken" behavior versus "misbehavior"

There may be one or two instances where the student takes a punitive approach. 7 The textbook and/or outside sources are referenced 3-4 times in each scenario. This material may not always be clearly related to the scenario 3

There are some spelling, grammar, and formatting mistakes. Proper in-text citations may be missing along with a reference (works cited) page

' '

social skills instead of punishing the child,

• and understanding that often it is "mistaken" behavior versus "misbehavior"

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

There are numerous spelling and gran1D1atical errors. Student does not include in-text citations or a reference page.

s

CHDV 110 Grading Rubric for Guidance Scenarios

Examine a variety of guidance and interaction strategies to increase children's social competence and promote a caring classroom

community Category

Choice of Guidance Strategy: The appropriateness of the

Meets Expectations Excellent work in this category, revisions for your Professional Portfolio will consist of adding information to demonstrate your continued growth in knowledge( Score 4 or 5) The student chooses an appropriate ~gy for addressing each scenario at

least 4 out of 5 times. The rational for guidance strategy chosen ~hoosing the particular guidance strategy and the degree to which the · s clearly articulated. student articulates the 10-8 rational for choosing the guidance strategy. (P~ints Pos~ible: 10) l Q Pomts rece1ved: ----'-'--

Implementation of Guidance Strategy: The degree to which the student clearly understands how to implement the guidance strategy selected.

The student clearly and consistently (at least 4 out of 5 scenarios) demonstrates knowledge ofhow to implement strategy. ~eludes the verbiage used by the teacher and the children, accounting for the various age-appropriate ways the child(ren) might respond to the teacher's

(Points Possible: 20) -}-guidance. ~ I 20-16

Points received: ~

Goals for Guidance The degree to which the student demonstrates knowledge of both the short term and long term goals for supporting social development. This includes the overall tone of the

Student clearly identifies both short and long term goals for each encounter (in at least 4 of the 5 scenarios).

The tone of the encounter along with the verbiage used demonstrates the following: • a philosophy of respect,

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

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

Student correctly identifies both short and long term goals for each encounter (in at least 3 scenarios).

The tone of the encounter along with the verbiage used might demonstrate one or more of the following: • a philosophy of respect,

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

The student demonstrates knowledge of how to implement the various guidance strategies in only 1 or 2 of the scenarios. Student might only include the teacher's words or if the children's responses are included, the responses may not be age-appropriate (i.e., verbiage that would be more likely coming from an elementary age child). Student does not account for the various ways the child(ren) might respond to the tea~er' s guidance. Student correctly identifies both short and long term goals in only 1 and 2 scenarios.

The tone of the encounter along with the verbiage does not demonstrate: • a philosophy of respect, • a willingness to teach the child

~