Reflective Practice Guidance Log 1

Part 1 Objective Observation (Clearly identify the problem. Examine the context of the problem.) Date: September 29, 2011

Olivia and Jerry are sitting next to each other at the block center. Olivia is smiling while busy pushing the small cars into plastic garage toy. Jerry turns his left side of the body towards Olivia and grabs the toy from her. Olivia pulls herself up and grabs back the small cars from Jerry which results in crying. Both Jerry and Olivia cry and keep pulling the small car from each others hand. Olivia said, mine she keep telling Jerry while he continuously hold tight the toy. Olivia started to cry and looks very upset. They are fighting on car toy.
Part 2 Decision (Clearly identify the guidance strategy and state why the chosen strategy is appropriate for this child and the situation)

The first guidance strategy I used was active listening. According to class notes, active listening is when the problem is originating from within the child. Active listening skill helps to interpret the childs feeling, give a name to those feelings and reflect the feelings back to the child. ( Reynolds, 96) It is important to give names to feelings because children will able to express their needs directly and accurately to others. For example, Jerry took the toy away from Olivia without using his words. Besides active listening, I also used negotiation, Negotiation is appropriate whenever there is a conflict between children-that is, when the relationship owns the problem. (Reynolds, 146) I also used body language such as eye contact while facilitating helps to build trust between all parties and focuses attention on the problem. Similarly, in negotiation strategy the children needs sufficient amount of time to think their own ideas. Another reason negotiation strategy works well with children because they have learned to be assertive. Assertive people communicate self-confidence, strength, and power to listen what they say.
Part 3 Actions (Clearly discuss your actions (what you did and said), the childs response and the results of the guidance strategy)

I have noticed that Olivia doesnt want to share the car toys with Jerry. I bend down to childrens level and speak to Jerry first and said, Jerry if you want to play with Olivia you can tell her Can I play with you? Then I turn to Olivia and said, It seems to be upsetting to you, but I see you

still wanted to play with Jerry. Just say, I dont like when you take away my toy. Jerry copy what I said to him, Can I play with you? Then Olivia who kept holding the toys on both hands made eye contact with Jerry and nods her head. Both children walked back to the carpet and started to play again. Part 4 Reflection
(Clearly discuss your strengths and needs and the changes that you would make if needed) Strength Responsiveness Calm voice Patience Going down to childrens level Making eye contact Needs Dont rush the child to respond right away Dont take side of the children Avoid rushing the child to immediate response Provide direct and indirect guidance

y y y y y

y y y y

Discuss the changes that you would make and why you make them. I would like to make some changes as following: First I applied guidance strategies which is active listening whenever possible. For example, teaching J to say, Can I play with you?it encourages the child to interpret childs feelings. Second, when I taught O to tell J that she didnt like the idea of taking away the toys from her helps the child to give names to feelings. For example, O said, I dont like when you take away my toy. According to Reynolds, when children can use words that accurately describe how they feel, they are more likely to have their needs met appropriately (p.107). Similarly, when the teacher gives accurate names to feeling it conveys acceptance, trust and respect. (Reynolds, 110) Similarly, they see themselves as members of community; help builds childrens vocabulary and enriching their thought processes and communication skills. (Reynolds, 107) For example, being supportive to child O, I said, I hear you sound very upset. These give the child a chance to develop skills in verbal reasoning and expressing her feelings towards others. Last, making eye contact and going to childs level models the teachers openness, flexibility and approachable qualities. For example, when I saw O and J fighting with car toy I kneel down to their level and made eye contact between children.

Supervising ECE Signature Dear ECE Supervising Teacher: Please read and review the guidance log. Select the appropriate box below. o This log is accurate based on your observations. o This log is somewhat accurate. Please explain________________________________________________________ ____________________________________________________________________ o This log is not accurate based on your observations.

Agency Name: Birchmount Child Care Centre Phone Number: (416) 392 - 2294 Name of ECE: (Please Print) Fahima Sharifi ECE Signature: Date of Signature: _________________________ _________________________ Thank you!

Reflective Practice Guidance Log 2 Part 1 Objective Observation

(Clearly identify the problem. Examine the context of the problem.)

Date: October 7, 2011

Sincere woke up from afternoon nap. He walked towards the reading area with out shoes on. He ran to me and said, ahhh read book, then he sat on the chair facing towards the reading center. I asked Sincere to put his shoes on. Sincere ignored me but still continued to hold the book on both hands at the table. The context of the problem is Sincere refused to listen and put on his shoes but wanted to read book with me.

Part 2 Decision
(Clearly identify the guidance strategy and state why the chosen strategy is appropriate for this child and the situation) The guidance strategy I used was contingencies. A contingency is a situation in which a second action depends on a first actions being performed. (Reynolds, 211) Setting limits is to help children to learn for themselves that some types of behavior are unacceptable. Contingency is one of the methods used in setting limits where a second action depends on a first action. For example, Sincere asked me to read the book to him, but I said when he put on his shoes then I can read him a story.

Part 3 Actions (Clearly discuss your actions (what you did and said), the childs response and the results of the
guidance strategy) I went down to S level and speak in natural voice, S I will read you a story when you showed me how to put on your shoes I also made eye contact with him to ensure he get the message that I was talking to him directly. Since young children process the information slowly, I waited patiently with him at the table when he get up and bring his pair of shoes. However, S sat on the floor and pushed the shoes away from him. Then he stood up and walked towards the dramatic center and picked up the dress. So Ive learned that my guidance strategy didnt work with S for a few times when I asked him to put on his shoes. As a child with special needs, I find it so challenging to work with him especially I only sees him twice a day. He seems to ignore and being unresponsive which means I feel like he never understood me at all. So I went to speak to my cooperating teacher to ask for more help to become effective communicator with him next time.

Part 4 Reflection
(Clearly discuss your strengths and needs and the changes that you would make if needed)

Strength
y y y y Get down to childs level Use calm voice Positive communication Responsiveness y y y y y y

Needs
Strong collaboration with staff in the room Flexibility Avoid rushing the child to immediate response Simple words and slow talk Patience Maintained one child-adult ratio Use active listening

Discuss the changes that you would make and why you make them I would like to make some changes as following: First, I used active listening to guide Sincere effectively. For example, Its hard to put on your clothes. It must be frustrating to see all your friends had their shoes on. I used active listening to teach the child to give names to feelings and also I will able to identify childrens feelings and convey acceptance and trust. The teachers ability to interpret the childs feelings accurately will grow as the relationship with the child is formed. (Reynolds, 107) Another change I will make is to spend more time with him on one to one basis during free play so that we have time to know each other longer since I come to the center twice a week. Another way to make a change is to give more time to Sincere to put on his shoes because I knew he is capable child to do the task. Procrastinator child like Sincere needed more time and proper motivation to get the task done in seconds. For example, if he didnt listen to me, I should stop and ask other adult to try on him. By doing so, simple task like putting shoes on is beneficial to the child in the long run to acquire independence and simple life skill.

Supervising ECE Signature Dear ECE Supervising Teacher: Please read and review the guidance log. Select the appropriate box below. o This log is accurate based on your observations. o This log is somewhat accurate. Please explain________________________________________________________ ____________________________________________________________________ o This log is not accurate based on your observations.

Agency Name: Birchmount Child Care Centre Phone Number: (416) 392 - 2294 Name of ECE: (Please Print) Fahima Sharifi

ECE Signature: _______________________________ Date of Signature: _________________________ Thank You

Reflective Practice Guidance Log 3 Part 1 Objective Observation

(Clearly identify the problem. Examine the context of the problem.)

Date: October 14, 2011

During free play, Aniya was standing next to Davin left side of his body at the art center (easel). Davin was engaged on painting in the easel. Aniya lift up her right hand to join Davin to paint on the paper. She continued to paint to the second paper when suddenly Aniya rose up her left arm and hit Davin at the back. Davin cried then left his spot to tell me what happened.

Part 2 Decision
(Clearly identify the guidance strategy and state why the chosen strategy is appropriate for this child and the situation) The guiding strategy I used was setting limits. Setting limit is when adults own the problem. According to class notes, limits are like the fence, children can do what children do within the boundary of safety, respect and responsibility. ( week 9 class notes) Setting limits will ensure the safety of each child and adult in a particular situation such as hurting themselves. In addition, it teaches the children the acceptance of responsibility for ones actions. Last, it prohibits the use of non disposable materials and equipment in destructive way. For example, setting limits such removing and sitting apart between Aniya and Davin is appropriate to ensure safety. Similarly, it helps to establish a safe environment in anticipated unexpected ways that Aniya may use the paint brush to hurt Davin.

Part 3 Actions (Clearly discuss your actions (what you did and said), the childs response and the results of the
guidance strategy) After seeing A hitting D at the back I came up and sit on childs level and said, Aniya, I can tell you would like to pat D on the back, but patting hard on D back can hurt him. It looks like youre having a hard time playing with other kids without hurting them. I can let you stay next to D or with a friend if you keep your hands to yourself. A looked me in the eyes and nodding her head. She raised her two hands in front of her tummy while continued listening to me. Then child A just walked away quietly, I believed she did hear me. She went to dramatic area and play quietly. I think my guiding strategy did work because she stops hitting the child.

Part 4 Reflection
(Clearly discuss your strengths and needs and the changes that you would make if needed)

y y y y y

Strength Responsiveness Go down to childs level Use of calm voice Giving less chain of limits Providing choices

y y y y y

Needs Giving information Limit number of children Indirect guidance (rearranging the environment) Avoid rushing Renewal time

Discuss the changes that you would make and why you make them I would like to make some changes for the following: I will reinforce removing and sitting apart because children who are non - verbally removed from a situation will understand the reason. Removal from the source of inappropriate behavior gives children a chance to exercise their own inner controls and use their inner resources. ( Reynolds, 214) Since A less verbal child, repeating myself is no use because she needs action than words guidance. I will also remove her from one area to another by using a calm voice. Since young children cant process information right away, its important to speak naturally but slowly enough that she/he can hears the limit clearly. Another change I will make is to move A in private space, where children can stay alone during temperament behavior. This place helps the child to relax and retreat so she can be alone and will not be disturbed. However private space cant be used as punishment, teacher supervision must be undertaken to monitor childs safety. After I demonstrated the above strategy, child A calm down for a minute and started to hit another child.

Supervising ECE Signature Dear ECE Supervising Teacher: Please read and review the guidance log. Select the appropriate box below. o o This log is accurate based on your observations. This log is somewhat accurate.

Please explain________________________________________________________ ____________________________________________________________________ o This log is not accurate based on your observations.

Agency Name: Birchmount Child Care Centre Phone Number: (416) 392 - 2294 Name of ECE: (Please Print) Fahima Sharifi

ECE Signature: Date of Signature:

_________________________ _________________________ Thank you!

Reference Marion, Marion. Guidance of Young Children. 8th ed. Saddle River, New Jersey: Pearson Education, Inc., 2011 Reynolds, Eleanor. Guiding Young Children: A Problem Solving Approach. 4th ed. New York, NY: McGraw-Hill Companies, Inc., 2008 Class Notes: weeks 2 - 9