Ghada Al-Sallami

Reflective Practice Guidance Log #1 Part 1 Objective Observation

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

Date: Date: March 29,2011 It was free paly time, D and his mother arrived to the room, D walk to the mirror , looking at himself for more than 5 minutes, D start to make faces , sad face , then he cried, then stopped, he repeat doing that more than three times, each time he cry loudly, I asked my ECE can we turn the mirror around, so D cant see himself and will stop cry , my ECE asked the ECA to turn the mirror around , D get upset and cry loudly, I take a bottle shaker and start to shake it , D hear the shake voice and stopped crying , I asked him look D its a shaker do you want one? I give him one of the bottle shakers, D take it and start to shake.

Part 2 Decision
(Clearly identify the guidance strategy and state why the chosen strategy is appropriate for this child and the situation) (Provide Reference) I chose to use redirection for this strategy. According to Guidance of young children textbook page(132) Useful with toddlers; redirection in which an adult sidetracks a toddler from one activity and steer him to a safer activity, I feel redirect is a good strategy for toddlers , because they cant talk yet and dont have the ability to explain what they want, first I took off the problem reason mirror , then led the child attention and redirect him to another toy , I chose shaker because it has a lot of colors and has loud voice can grab D attention. I model I like the shaker, I give him choice, but not force him do you want one? .

Ghada Al-Sallami
Part 3 Actions
(Clearly discuss your actions (what you did and said), the childs response and the results of the guidance strategy)

When I used the redirect strategy, the first thing I did I got down on the child level, made eye contact with him, to let him see my reaction, I chose the shaker because of its voice and colors , while I am shaking the bottle , I shows on my face that I like it, by open my eyes and said without voice waaw , I didnt ask him to take the shaker , I use it first , then after I grabbed his attention I asked him do you want one? with a smile ,and excited voice, D stopped crying and take one shaker, and start to play with it.

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

    

Use calm voice Use body language as an excited face. Redirect the child to another toy he liked it. Eye contact. Solve the problem by observe the cause and give the solution.

I have to turn the mirror before that day, become D usually spend long time to see himself in front of the mirror.

Discuss the changes that you would make and why you would make them. (If any) How would you PREVENT this from happening next time

Next time I should observe the children closely, and know what the things or toys that distract or bother them, also for redirect children, I will prepare different toys colorful and has different voices, to grab their attentions, or open CD music for their favorite music.

Ghada Al-Sallami

Ghada Al-Sallami

Reflective Practice Guidance Log # 2 Part 1 Objective Observation

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

Date: March 29,2011. In the kitchen in dramatic area, Y and K were playing, I sit on the carpet next to them, K was playing serving food, he took plate and put in it Banana, Strawberry, and Shrimp,Y came next to him and took the shrimp from his plate , K start to cry and said mine,mine Y run away with the shrimp.

Part 2 Decision
(Clearly identify the guidance strategy and state why the chosen strategy is appropriate for this child and the situation) (Provide Reference)

I chose to use redirection for this strategy. According to class PowerPoint Allowing children to make choices builds their self-esteem and have some control/power in their world , give choice is good for toddlers, because they are in age can see different between things, so after Y run away with the shrimp I followed her and talked to her Y , this shrimp is belong to K he get it first , I want you to give it back to him, please Y listen to me and give it back to K, then I give her choice to take another shrimp, or play with me tea party , Y chose the shrimp.

Ghada Al-Sallami
Part 3 Actions
(Clearly discuss your actions (what you did and said), the childs response and the results of the guidance strategy)

When I used choice strategy , I sit in the child level , my voice was calm , then I talked with Y after she run with the shrimp, Y , this shrimp is belong to K he get it first , I want you to give it back to him, please , I used her name before I talked to show her I am talking to you , and I made an eye contact to let her see my reaction , I used word please in the end of my talk, to show her I asked you with respect, I used positive words this toy is belong to K rather than dont take your friend toy , also I gave her 2 choice, luckily it was another shrimp in the dramatic area , I decide to give her the same toy she fight about , and another different choice tea party , Y reaction was response . Part 4 Reflection
(Clearly discuss your strengths and needs and the changes that you would make if needed) Strengths      Sit in the child level. Made eye contact. Encouragement. Give choices Use positive wording   Needs How to prevent. Set the environment and be sure there is enough toys for every one.

Discuss the changes that you would make and why you would make them. (If any) How would you PREVENT this from happening next time Next time I will set the environment and should be enough toye for everyone, I didnt teach K to say thank you when someone give his thing back to him, and observe them closely

Ghada Al-Sallami

Ghada Al-Sallami

Reflective Practice Guidance Log # 3 Part 1 Objective Observation

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

Date: Apri 5, 2011. While I was sitting in the dramatic area play with one child, I sow D hold Easter basket full of eggs, and K stand next to her hold Easter basket empty of eggs, K came next to D hold her basket , put his hand in it, to take some eggs , D screamed mine K cried.

Part 2 Decision
(Clearly identify the guidance strategy and state why the chosen strategy is appropriate for this child and the situation) (Provide Reference)

I chose to use positive wording for this strategy.

According to class PowerPoint positive wording works for all ages, and Positive Wording works because it tells the child what to do instead of what not to do I decide to choose this strategy to teach D the way she can play with sharing the toys with her friends, in this situation I talked with D by say her name D , this eggs is for everyone in the room , so can you share some of them with K , instead to say dont take all the eggs for you, give some for K ,also after she give the eggs to K I told her I like the way you shared with K ,thank you, I think this strategy when any one will use it with calm voice and use eye contact .

Ghada Al-Sallami
Part 3 Actions
(Clearly discuss your actions (what you did and said), the childs response and the results of the guidance strategy)

When I used positive wording , I sit in the child level , and used eye contact , I used body language when I talked with D by pointing into her full basket , and pointing on K empty basket, to show her the deferent between full and empty, that will help her to use her cognitive skills to solve the problem , by think thats not fair someone has everything and the other has nothing, I used her name in the begging of the conversation to show her this talking is to her D , this eggs is for everyone in the room , so can you share some of them with K ?, also I used positive wording after she share with her friend I like the way
you shared with K ,thank you , my voice was calm, with eye contact , the result was good , D respond so fast to my request and gave K 3 eggs , and K stopped crying.

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

      

Give positive feedback Tech D how to share Problem solving Encouragement Spoke calmly Used eye contact Use gestures ( pointing)

 

How to prevent the conflict More observation.

Discuss the changes that you would make and why you would make them. (If any) How would you PREVENT this from happening next time

Next time I should try to prevent this kind of conflicts by doing more observation during children play, because I didnt saw D when she collect all the eggs in the room, thats mean for sure the children going to fight on it. Also I should set the environment to have more than the egg activity because children get excited when they see something new, but at the same time I should provide another activity , to prevent children to fight on one activity even if there is enough eggs.

Ghada Al-Sallami

Ghada Al-Sallami

Ghada Al-Sallami

Self Evaluation
Reflective practice guidance log was a great experience during this semester. The assignment goes smoothly and without any problems, my ECE was very helpful to show me some conflicts with children, to apply my strategies on it. My strength was catch any conflict happened in front of me, and it was so many conflicts specially in a toddlers room, I tried to apply some strategies such as choices , redirect, and positive wording, that I start to practice it with my kids at home, and then start to apply it on the children in the center, my ECE liked the way I used positive wording, but I need to continue use it after I finish my placement , at least with my children . My weakness was sometimes I don t feel comfortable to apply my strategies in front of the ECE and the ECAs, I was worried if I did any mistake that will affect my relation with the child, Also the two ECAs in the room didn t give me more chances to apply the strategies, because when there is any conflicts, they run to solve it, and we didn t work as a team work. Next semester if I will have same assignment, I think I will have more experience to do it without get shy or worried, and also I have to observe the children closely.

Ghada Al-Sallami

References

y Marion, Marian. "Positive Guidance and Discipline Strategies." Guidance of

Young Children . New Jersey: Pearson, 2011. 132. y Class PowerPoint.