Guidance Log #1Date: March 24th, 2010Observation: “Resistant Sleeper”

“Take your shoes off” says the ECE. Elicio walks from the table and stands near the shoe

basket. He looks up and then down. “Elicio, sit down and take your shoes off please”, I said. He

takes two steps, bends his knees to sit down. He then puts both hands on his left shoe, grabs the

Velcro with his right hand and pulls it to the side. Elicio then pulls off his shoe. He looks down

at the other shoe and repeats the process. Elicio then stands up and walks over to where his bed

is. He turns to face the shelf that was a few feet away from him, and sits down on his bed. “Elicio

lay down please”, I said. He turns to his head to the left with his mouth frowned down and lays

his head on the bed. I walk over and place the blanket on top of him. “Sleep time”, I whispered. I

sat beside him and rubbed his back to soothe him. He rolls over onto his back to face me. “Elicio

it is time to sleep”, I said. “No, uh” Elicio says. I gently roll him over onto his stomach and rub

his back once again. As I walk away he sits up on his bed. “Lay down please Elicio”, I restate.

He turns to he left once again with his mouth frowned down and places his head on the bed. He

then continues to roll onto his back and play with the toys on the nearby shelf. I walk over and

rub his back to soothe him. Elicio falls asleep.

Decision:

The guidance strategy I choose to implement in this situation was “Ignoring”. I choose

this direct guidance strategy in variation; ignored the resistant behaviour of Elicio while still

soothing him so he would fall asleep.

Action:

While trying to apply the guidance strategy I had to adjust my words and actions to

accommodate the behaviour as it progressed. Before Elicio got to his bed, he was given clear

instructions of his task. My tone wasn’t overbearing so he would rebel, the instructions were

given in a clam and direct manner. As he refused to sleep, I made eye contact with him when

asking him “it was time to sleep” or “lay down please”. When sitting with Elicio, I was in a

position of disengagement but close enough where he felt safe. Elicio’s reaction to sleep routine

varied throughout that time period. When he felt I was acknowledging his behaviour he

continued to move around and sit up to look at me. In result of me ignoring his behaviour,

Elicio’s actions eventually decreased. Along with his persistence of not wanting to sleep wore

him out and realized it was time for him to sleep.

Reflection:

My strengths throughout the assignment I feel were my observation skills because I feel

without a precise and well detailed observation this assignment would have been challenging.

Another strength of mine would be using positive language and reinforcement throughout that

situation. The challenges I had we relayed in my actions. I struggled with maintaining the

guidance strategy throughout that time period and felt I could of let Elicio try to control his

behaviour and learn to fall asleep without assistance. Some indirect strategies to help prevent this

situation would be play some calming music, ask parents to bring children to centre at a

consistent time throughout the week, and give child an extra blanket for comfort or a book to

read quietly.

Guidance Log #2:Date: March 22nd, 2010Observation: “Possessive Behaviour”

The dramatic centre is a normal focal point for the children; therefore that is where most

of the play is done throughout the day. Tatiana walks over to the dramatic centre and stops at the

small table. She looks to the right and then down. She proceeds to walk over to the basket of

shoes and bags near the mirror against the wall. She reaches down and picks up a beige and

brown bag and puts it on her right shoulder. With her right arm slightly raised she walks around

the room. As she walks back to the dramatic centre she picks up a toy phone that was placed on a

small shelf. She puts the phone to her ear, pulls it away and then looks at it. Tatiana then places

the phone back down on the shelf and proceeds to walk around the room with the bag on her

shoulder. Mudia who was also in the dramatic centre picks up the phone and walks over to me.

Mudia hands the phone me. I place the phone to my ear, “Hello, Hello” I said into the phone.

Mudia smiles. I hand back the phone to him, as Tatiana is walking over. She reaches out and

grabs the phone from Mudia and slowly walks away.

Decision:

The direct strategy I decided to implement was Re-Direction. I used re-direction because

I felt it was best suited for Tatiana’s temperament in this situation. She should signs of a

possessive quality towards objects she felt attached to or toys she played with often. According

to the Ages & Stages, toddlers enjoy playing with others briefly, but still do not cooperate or

share well. By using re-direction it allows me to explaining the act of sharing and how I can get

the children to participate in sharing. I used re-direction by asking Tatiana to give back the toy to

Mudia, and for Mudia to allow Tatiana to play with the toy when he is finished. It not only

allows the aggressor to share but the other child involved to return the gesture.

Action:

My immediate reaction to the Tatiana’s possessive behaviour was to address that the toys

within the centre do not belong to her, but belong to everyone equally. I squatted down to her

level and made eye to eye contact with her when explaining to her Tatiana appeared to be upset

and confused about the situation because as the toy was being given to Mudia she frowned as she

looked towards me. She then seemed to understand the situation and proceeding to what she was

doing before realizing her favourite play thing had be occupied.

Reflection:

My strengths while implementing this guidance strategy would be using a tone of voice

that was assertive but warm and inviting. When trying to get toddlers to follow direction, for

some you might need to assist but for others clear instructions with prevail. My challenges

during this behaviour episode were getting the children to implement sharing on their own.

Possessive behaviour has been frequent among the children and is addressed multiple times a

day. My challenge is finding ways to use positive language and activities to promote sharing.

Some indirect guidance strategies for possessive behaviour are putting multiple toys in focal

point centers like the block area and the dramatic centre.

Guidance Log #3:Date: March 22nd, 2010Observation: “Fussy Eater”

As the children clean up and get ready for lunch, the ECE’s heat up and prepare every

plate for lunch. Elicio sits down at the table and waits to be served for lunch. He is turned in his

chair facing another child to his right. “Here Elicio, face forward please”, says the ECE. He turns

to face the table. On his plate Elicio has nuggets, potatoes, and a bun. He looks down at his plate

and looks up at the ECE who is pouring glasses of milk. “Milk, pease”, says Elicio. “Eat some of

your food Elicio”, the ECE says. He looks down at his food and picks up the spoon. He then dips

the spoon into the potatoes and slowly puts it to his mouth. Elicio tastes the potatoes and then

picks up the bun. Finishing about half of the bun, he pushes the plate towards the ECE. “Elicio,

could you try some more of the food for me”, the ECE says. “Mhm” says Elicio and picks up his

milk. With two hands puts the milk cup to his face. “More” he says. “Are you going to try some

nuggets?” says the ECE. He looks at her with a blank stare, and then looks down at his food.

Decision:

The guidance strategy I choose to implement was “Choice” because it was best suited for

this situation. “Many toddlers can override any desire to eat when they are overexcited, overtired

or angry…” (Pimento and Kernested, p.258). My decision to use this strategy was because it

allows flexibility and not pressure for the child. “Some parents and educators become concerned

about the natural change in eating habits and pressure the child... not an appropriate practice at

any age but is a big mistake with toddlers, who will assert their independence.” (Pimento and

Kernested, p.258). So by not forcing but providing choice of what they would like to eat or want

more of allows the child freedom but still hold a structured eating routine.

Action:

In this particular situation I was a bystander but still had interaction with the child. I was

seated on a chair near the lunch table. I could of stepped in the situation a little bit more by

offering Elicio more of what he liked to eat in substitution for what he didn’t feel comfortable

eating. Elicio’s behaviour at this particular lunch time was quite different. I feel that because he

came later in the morning to the centre he wasn’t as hunger. This all played a part in what

appeared to be his lack of focus during lunch.

Reflection:

I felt that this situation I had a lot of challenges. First I could have helped and put forth an

effort to make Elicio enjoy his lunch, by offering an alternative once it was shown that he didn’t

like the lunch. Second I could try to become a little more involved in the lunch routine by

serving lunch one day or observing weekly what each child prefers at lunch and what they don’t.

Some indirect strategies for lunch time would be changing up the seating for the children,

allowing different staff to serve to different times or even allowing them to cut up their own food

by supplying some plastic knives beside their plates.