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Guidance logsAlesha Francis
300 615 100December 9th 2011
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DATE: OCTOBER 21st 2011
Observation
3 children are sitting at the table. Gwen comes along and wants the elephant
chair, a child is already sitting there. Gwen starts winning and screams I want to
sit there my hair! and pushes the child off the elephant chair.
Decision
The decision I used was giving information. Giving information is when you tell the
child what is happening and what is wrong and right about their situation. This was
appropriate for Gwen because she needed to know that her friend was already sitting
on the chair and we can not push our friend off the chair. She needed to know that
when someone is using an object it isnt right to just push someone to get what you
wanted,
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Actions
I went over to Gwen and got down to her level made eye contact with her
and asked her to please stop pushing and screaming because your making
your friend feel sad. Then I told Gwen that her friend was already sitting in
the elephant chair and maybe she could wait till her friend got up, or to just
get another chair. After giving information to Gwen that someone is already
sitting there and we can not push to get to the chair. She went and got
another chair and sat with her friends at the table. I explained to her again
that if she really wanted to sit in the elephant chair she should ask her friend
if she could sit there or to wait till her friend was finished using the chair. I
then brought the two children together and I asked the child who was being
pushed how they felt. The child had said that they felt sad. I explained to
Gwen that pushing makes our friends feel sad She then apologized to her
friend and they all sat and continued to play their game. This Guidance
strategy worked well because as soon as Gwen was given information she
knew what to do and that was to pull up another chair.
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Reflect
Strengths
Understanding what was happening
Reacting to the situation
Solved the problem so that each child was happy
Used a firm voice
Got on the childrens level Asked about how they felt
Made eye contact
Needs
Try to see if the children could help themselves
Let them be more independently
Changes
Let the children be more independent, be there for the children as a guidenot tell them what to do. Let them use their ideas of what they can do tosolve the issue,
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DATE: NOVEMBER 8th 2011
Observation
At nap time Miles didnt want to lay on his cot. I sat with him and patted his back
but he just wouldnt stay still. He started to get up, started to talk very loudly and
laugh. I got up and left him on his cot because he wasnt listening he became
upset that I left him.
Decision
The decision I used was Negotiation. Negotiation according to our class notes is a
process by which children are involved and participate equally in solving conflicts. I
told Miles that it was nap time and he needed to rest just like all his other friends. He
said that he would go to sleep if I stayed with him and if he read a book. I told him that
if I did do any of the things he wanted he had to lay down and rest. He then agreed
with me.
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Actions
I went back over to Miles cot and he asked me to stay and pat his back, I
told him that I would only stay if he would lay down and be quiet. 15mins
had past and Miles still didnt get to sleep. I had asked him what he does at
home before sleep time he said he reads stories. So told him he could take
a book out just for five minutes then he had to get to sleep. He agreed, he
sat for five minutes on his cot with a book. I took the book away and he
started to fuss. I reminded him that he said he would read the book for only
five minutes and then get to bed. He got up and put the book away and
stayed on his cot, however he was making very loud sounds. He asked me
to rub his back and I refused to because he was making noises and he
wasnt supposed to. I said when you stop making noises ill pat your back
he stopped making the noises and I pat his back and he fell right asleep.
His idea of reading a story for five minutes worked well. We negotiated on a
plan that would get him to lie on his cot to take a rest.
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Reflect
Strengths
Stayed calm
Reacting to the situation
Solved the problem so that the child could use their ideas
Used a firm voice
Got on the childrens level
Made the child decide on what was best to do
Made eye contact
Needs
Ask why their having such a difficult time sleeping
Ask why their behaving in that manner
Changes
Ask the child why their behaving that way, could be something like,because they wanted a blanket etc.
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DATE: NOVEMBER 17TH 2011
Observation
5 children are sitting at the table playing with blocks. I was doing a math activity
with them. We were making towers and how many blocks it took to have the
tallest tower. Hannah was using a special blue block for the top of her tower.
Miles came along and knocked down Hannahs tower because he had wanted
the blue block. Hannah starts crying and Miles laughs.
Decision
The decision I used for this situation was natural and logical consequences. Logical
consequences are when you give the child a logical consequence, a consequence
that they can already tell what is going to happen based on their behaviour, which
maybe be a positive or negative behaviour . As soon as I walked over to the situation
miles already had known that what he did was wrong. He then knew that the best
thing to do was to play with another activity. He knew that his behaviour was negative
and it was best to do something else. I Also used active listening skills to listen to the
children and understand their feelings.
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Actions
I went over to the situation and asked the children what had happened. I
listened and asked Hannah how she felt. I explained to miles that by
knocking over someones tower it hurts their feelings. I asked Miles to help
Hannah build back her tower and then told him to find another activity to
play with if he couldnt be nice to his friend. I asked Miles what he could
have done next time, he suggested to ask Hannah if he could use the
special blue block instead of knocking it over. He knew that what he had
done to Hannahs tower was wrong so he apologized and gave her a hug.
He then moved on to another activity. Miles said Im going to play with
something else until your all done playing with the blue block. I praised
Miles on his good behaviour. This guidance strategy worked well for this
situation because Miles acknowledged that knocking over some ones tower
isnt a nice thing to do and that it shouldnt be done, he learned a lesson by
getting a consequence based on his negative behaviour.
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Reflect
Strengths
Understanding what was happening
Made sure the children feelings and words were being listened to activelistening
Reacting to the situation
Solved the problem so that each child was happy
Used a firm voice
Got on the childrens level Asked about how they felt
Made eye contact
Needs
Try to see if the children could help themselves
Try to next time give the child changes if u knock down the tower onemore time, then your going to have to find a different activity.
Changes
See if the situation would reoccur again and if it did give the child awarning, and then if it did reoccur give the child a consequence.
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