Andrya Mariscal

CHDV 110
October 14, 2012
Guidance Scenarios
Scenario 1:
Julia put down the Lion King book for a minute so she could go to the bathroom and when she
came back Lisa was reading it. They are now pulling on the book and getting angry. How would
you respond?
Response:
What guidance strategy will you use? Why did you choose this strategy (rationale)?

The guidance tool I would use for this scenario would be the Conflict Resolution
Process. I chose this tool because it is important for children to learn how to be
cooperative and solve problems on their own without an adult present, and this guideline
helps them reach that goal (Feeney, Moravcik, & Nolte, p.206).

Give a detailed description of the steps you would take in using the guidance tool, including
specific language you would use and how the child might respond each step of the way.
1. I would calmly walk over to them and say, I see that you guys are upset. Lets take a
deep breath and put the book down. Now lets try to figure out a way where you both
can use the book.
2. I would then figure out what the problem is before making judgments. They would
probably continue arguing and blaming each other, so I would say, It seems like you
both really want to read the book.
3. As they try to explain the reasons why they want the book, I would explain to them each
others concerns. I would explain, Julia is worried that she wont get the book back and
Lisa is upset that she didnt get to finish reading it.
4. To bring this conflict to a solution I would ask, How do you think we should solve this
problem so everyone could be pleased? I can read the book to her, Julia suggested.
Or I can wait till shes done, replied Lisa.
5. I would ask, Which one sounds better to you? Umm, Julia can read it to me! Lisa
exclaimed. Yeah, Ill read to her! replied Julia.
6. At a later time, I would follow up with them on what could have been done to prevent
that from happening again and how their solution worked out I would ask, Next time
what do you guys think you should do instead of this happening again? They might
reply, Share the book. How did you like it Lisa when Julia read the book to you? I
would ask. I liked it, Julia is a good reader. replied Lisa.
What short term and long term Goals for guidance would you be supporting with your
choice of guidance tool?

Short-term goals: My response to this scenario would support what I believe is most
important goal, Respect and show care for the feelings and rights of others and of
themselves (Feeney, Moravcik, & Nolte, p.191). Because of the use of the book, the goal
to carefully use materials without damaging them is being supported.
Long-term goals: As for long-term goals, I would be supporting their social and
emotional intelligence. It gives the girls the ability to understand and respond to what the
other people are feeling and expressing (Feeney, Moravcik, & Nolte, p.192). An
important goal that is being supported is the ability to have inner control. The next time
Julia decides to pull a book or any object from someone, she might think about it first
before acting on an impulse. I have also supported critical thinking skills. Asking the girls
how they want to handle the problem, teaches them to, think carefully and logically
about how to behave (Feeney, Moravcik, & Nolte, p.195). Finally, I have supported the
ability to be an effective community member which will teach them, in the future, how to
work cooperatively with others (Feeney, Moravcik, & Nolte, p.195).

Scenario 2:
John and Sara have discovered that they can make small balls with play dough and sling
them across the room with their plastic spoons so they stick to the wall. They think it is very
funny! How would you respond?
Response:
What guidance strategy will you use? Why did you choose this strategy (rationale)?

For this scenario I would use the Redirection guidance strategy. I chose this strategy
because John and Sara are behaving in a way that is unsafe for them and others. The
textbook states, When children are behaving in ways that are unsafe or damaging to
the environment, you can redirect their energy and attention to an activity similar to
the one that is unacceptable (Feeney, Moravcik, & Nolte, p. 211).
I would end my strategy with a Reflective and Responsive (R &R) Statement. I
chose this strategy to let the children know that I am paying attention to them and
what they are doing (Feeney, Moravcik, & Nolte, p. 200).

Give a detailed description of the steps you would take in using the guidance tool, including
specific language you would use and how the child might respond each step of the way.

I will start by saying, You guys look like you are really having fun with that play
dough, but you can accidently hurt someone with it by slinging it like that. Lets use
that box as a target and those balls to sling into the box so no one gets hurt, and so we
have play dough to play with for the next day. They might reply, Yeah! Lets try
that. If not then I would try it first to show them how fun it could be.
Once they try it and start playing, I would come back later to see how they are doing
and use an R & R statement to follow up with them such as, You guys are making
all those shots. Yeah were good! says John.

What short term and long term Goals for guidance would you be supporting with your
choice of guidance tool?

Short-term goals: With these two guidance strategies I would be supporting their safety
and the safety of others by avoiding them from slinging the play dough to the wall. The
careful use of toys and material will be supported as well. Telling them that they would
not have any play dough to play with for the next day, makes them realize that maybe
they should stop doing what they are doing. Finally, respect will be supported by
showing that they care about others feelings, including the teacher (Feeney, Moravcik,
& Nolte, p.191).
Long-term goals: Now for long-term, my strategy would support the ability to have
inner control. Before they act on impulse, they will now take a second to think of a safer
way to play something that could be unsafe for them and others. The development of
resiliency and a positive sense of self are also being supported. By not telling them what
they were doing is wrong and they should stop, prevents them from losing their
confidence and self-worth (Feeney, Moravcik, & Nolte, p.193). Another one of the goals
being supported is critical thinking skills. In order for them to make the choice to play
with the balls and box instead of the play dough, they had to think carefully and
logically about what would be better for everyone (Feeney, Moravcik, & Nolte, p.195)

Scenario 3:
The children are allowed to play with paint in the art area, but Jose carried his paint brush over to
the block area where he is making one of the blocks blue. He is concentrating very hard on
painting the block. How would you respond?
Response:
What guidance strategy will you use? Why did you choose this strategy (rationale)?

For this scenario I would approach it by Setting Clear Limits to Behavior and follow it
with redirection. I chose this strategy in order for Jose to solve the problem on his own
instead of me telling him what to do. According to the text it is, a way to
communicate your concerns without blaming children (Feeney, Moravcik, & Nolte, p.
201).
The last step I would use is an R & R statement. I would use this strategy to show him
that I value his actions and interests. It is a good way to make him understand what he is
experiencing (Feeney, Moravcik, & Nolte, p. 200).

Give a detailed description of the steps you would take in using the guidance tool, including
specific language you would use and how the child might respond each step of the way.
First, I would approach the child calmly then I would start of by saying, I can see that
you are very concentrated painting that block.
Then I would state the classroom rule by saying, We like to keep our toys clean and neat
so everyone in the class can play with them. And he might respond with, But Im
making the blocks look nice with the blue paint.
I would respond with, When you dont keep our class toys neat and clean we wont have
any more toys to play with.
Lastly I would redirect him by saying, Why dont we paint this cardboard box and you
can turn it into whatever you want. Yeah, I want to make a blue car! he might say.

 Later on I would finish with an R & R statement by saying, You have put a lot of hard
work into painting your car.
What short term and long term goals for guidance would you be supporting with your
choice of guidance strategy?

Short-term goals: The strategy I chose supports the short-term goal of teaching children
to use class materials, toys, and tools wisely.
Long-term goals: Instead of making Jose feel like what he did was wrong I have helped
him, develop inner strength, confidence, and a positive sense of self (Feeney, Moravcik,
&Nolte, p. 193). More importantly I have supported the development of his critical
thinking. He knows now that class materials are not to be damaged in any way. Handling
his action calmly and constructively has also made our relationship stronger which
supports social and emotional intelligence (Feeney, Moravcik, &Nolte, p. 192).

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. Its just the mommy and the
baby!!? How would you respond?
Response:
What guidance strategy will you use? Why did you choose this strategy (rationale)?

I would approach this scenario with the Conflict Resolution Process. I chose this
strategy to teach the children how to solve a conflict without and adult always present.
The more we have children handle problems with us; they start to do it more often with
their peers (Feeney, Moravcik, & Nolte, p. 206).

Give a detailed description of the steps you would take in using the guidance tool, including
specific language you would use and how the child might respond each step of the way.
1. I would walk up to them calmly and ask them to take a deep breath. I would then say, I
can see Brenda that you are frustrated, let us see if we can solve this issue.
2. Brenda only wants to play mommy and baby, but Katie also wants to be part of the
family. I would tell them.
3. Then I would tell them, Brenda is worried that she wont get to play mommy and baby
with Desiree anymore and Katie just wants to be part of your family. Brenda might
respond with, But I dont want another person in my family, I like my family the way it
is.
4. After I would ask them if they can think of a way to solve this problem. Katie suggests, I
can be another baby if you want, then you can have two babies to take care of or I can be
the daddy.

5. Which one would you like to try Brenda? Think about one that will work for all of you.
I would say. Brenda might respond with, I want Katie to be another baby so I can have
two babies to take care of. That sounds like a good idea. I would respond.
6. I would come back at a later time and ask how their choice is working out for them and to
ask them what they should do the next time something like that happens.
What short term and long term goals for guidance would you be supporting with your
choice of guidance strategy?

Short-term goals: I believe the key goal supported is how to be respectful and how to
show that you care for the feelings and rights of others, more importantly of themselves
Feeney, Moravcik, & Nolte, p. 191).
Long-term goals: The development of social and emotional intelligence is being
supported, giving them the ability to understand the social cues of others, to resolve
conflicts, and to engage in pro-social and cooperative behavior (Feeney, Moravcik, &
Nolte, p. 192). My strategy also supports the goal of building critical thinking. By
Brenda learning that her reaction to the situation is not accepted, she is building inner
control. Lastly, another guidance goal being supported is development of resiliency and a
positive sense of self.

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 hand. If he sits across the circle from you he pushes the other
children and tries to sit on their space, or rolls out into the middle of the circle. How would you
respond? I-message, R&R
Response:
What guidance strategy will you use? Why did you choose this strategy (rationale)?

For this scenario I would use an I-message as my strategy. I chose this strategy so that
the child does not feel blamed for his unacceptable behavior while still communicating
my concern (Feeney, Moravcik, & Nolte, p. 201)
The last step I would use is an R & R statement. I would use this strategy to show him
that I value his interests and him.

Give a detailed description of the steps you would take in using the guidance tool, including
specific language you would use and how the child might respond each step of the way.

I would start by saying, Its difficult for everyone to pay attention when they are being
bothered while Im trying to sing a song. Stephan might respond by sitting down but
feeling a little embarrassed.
To avoid from him feeling embarrassed and unaccepted I would use an R & R statement
by saying, Youre wondering if there is a way you can participate. I would say, You
can come in the middle of the circle and dance to the song then once your done you can
tag someone to come up. How does that sound?

What short term and long term goals for guidance would you be supporting with your
choice of guidance strategy?

Short-term goals: I believe the key goal supported is how to be respectful and how to
show that you care for the feelings and rights of others, more importantly of themselves
Feeney, Moravcik, & Nolte, p. 191). Him realizing that he was interrupting everyone
including the teacher is showing that he is developing this short-term goal.

Long-term goals: With the strategies I chose I have supported the following:
o Social and Emotional Intelligence: He was able to identify his feelings and others. He
demonstrated care and concern for others.
o Building Inner Control
o Development of Resiliency and a Positive Sense of Self: By making him feel accepted
this goal is being supported.
o Critical Thinking