1. Guidance and the Individual Child
Student Name: Yuleisi Salina
Course Name: Guidance of the Individual Child
Professor Name: Loris Bennett
Student #: 300627348
Section #: 002

2. Part 1- Observation
Date: March 23, 2012
On Friday afternoon at around 2:00 pm the toddlers were getting dress to go outsideto the
playground area. The observer noticestwo younger toddlers,Clark (boy) and Alexia (girl)seated
on the floor in the middle of the cubbies area with their backs facing each other. Clark was
seated with his right leg bend it in front of him. He was trying to put on hisshoes but, after few
seconds Clark seems frustrated because he starts to cry and hits the floor with the shoes. Then the
observer notice that Alexia the toddler behind him turnsaround andgently touches Clark face
while saying “Baby”, then she took the shoes from hishands and he stop crying.Alexiatries to
help him to put onhis shoes but, after few seconds it appears that Alexia give up because she
returns the shoes to Clark. Then the observer approaches and sit beside them and ask “May I help
you guys?” Clark and Alexia looks at the observer and smile.Then Clarkgives the shoes to the
observer, stands up and sits on the observer laps. While the observer was putting Clark the shoes
she looks at Alexia and said “AlexiaI’m very proud of you, for trying to help Clark to put on his
shoes. You are a really special friend! Shesmiles,and gives her shoes to the observer to put it on.
The observer smile and put on the shoes to Alexia.
Part 2- Decision
The observer uses this child guidance strategy to support and promoteAlexia self-esteem,
confident and“pro-social behavior”. The observer knew that Alexia haven’t develop the skill to
tie-up theshoelaces but, as future educator we must respect and support the children initiative,
curiosity and needs of exploration. The observer did not want to take away Alexia’s power
instead the observer was closely observing the children’s interaction to make sure was safe and
appropriate.Then the observerapproach atthe right time to support Clark and also to praise Alexia
for her compassionate and positive behaviour, towards her friend.
Based on the text book Ages and Stages: A brief Overview Birth to 12 Years toddlers like to be
independent. They insist on trying to do several tasks without help and are affectionate and enjoy
giving hugs and kisses, and also at 5 years old is when the children’s may be able to tide
shoelaces.
In the Reggio Emilia Approach, teachers base the educational environment and activities upon
the image of the child. The child is seen as unique, curious, capable, competent, having potential,
relationship seeking, an active constructor of knowledge, a possessor of rights rather than needs
(Fraser Gestwicki, 2000; Gandini, 2004). This image affects the way that teachers work with
children. They view themselves as co- constructors of knowledge or partners in children are
learning.
“Children are not empty vessels that needs to be filled with the teacher knowledge”

3. Part 3- Action
The children positively respond to the observer strategy. The observer approach with a gentle
tone of voice and natural body language expression that reflects the sincerely intentions to
support Clark and Alexia and meet their needs and expectations. The observer went down to the
children level and with their consent supports the children to move on through a friendly, passive
and age developmentally appropriate environment. The observer also recognizes and praises
Alexia pro-social behaviour to demonstrate her that is worth it and valued. It’s also to encourage
her and the others toddlers to helpseach other’s and to become a compassionate individual “Who
can walk a mile in another person’s shoes or animal’s tracks. Thus, we help them to develop
empathy, what every society needs for survival.”

4. Part 4- Reflection
o Give one concrete example of how you have demonstrated the corresponding key learning
out comes?
An example of how the observer have demonstrated the corresponding learning out comes
was by taking the time to observe the children interacting through play that is one of the
biggest learning tools that supports their domains and also serves to teach them social
interaction, thinking, and risk taking. For instance the observer was very respectful and did
not give the toddlers any instructions instead the observer allows Alexia to enhance her
curiosity by assisting Clark with his shoes laces. The observer was very careful not to
interrupt the children exploration to avoid any negative experience.
o What was the most valuable aspect of this assignment and why?
The most valuable aspects of this assignment were getting more knowledge about children
behavior, temperament and personalities to support and meet each individual child
expectations and needs through theimplemented strategies. For example: When the observer
respectfully approach to the children and ask them if they need it help they positively
responded because, the observer approach was passive, friendly and age developmentally
appropriate.
o What was the most challenging aspect of this assignment experience why? What strategies
and resources did you use to meet these challenges?
The most challenging aspect of this assignment was choosing one child behavior at the time
between so many different interesting ones. The strategy and resources the observer use to
properly complete the assignment was writing only what she saw and hear rather than what
she thought or feel about the behavior to avoid been subjective. Also the observer wisely
uses all the resources available to her like, notes, teacher supervisor opinions andher own
knowledge of children development.
o What one change would you make if you could do this observation over again?
The observer wouldn’t make any change in this case because the guidance strategy was age
developmentally appropriate and meets the children’s needs. E.g. the observer offers
support to the children without imposing, because they are the protagonist of the process
and they have the last word, and the adult should be by their side supervising and keeping
them safe.

5. 1. Give one concrete example of how you have demonstrated the corresponding key
learning out comes?
One concrete example was that the observer was able to recognize a negative behavior
and confronted in a respectful, kind way. The observer expressesher feelings without
blaming the child and remains professional, positive and calm during and after the
incident. E.g. after Evelyn apology the observer let her know that it was OK but, she
also told her that it was important to say the truth because, lies have consequences.
2. What was the most valuable aspect of this assignment and why?
The most valuable aspects of this assignment were the opportunity to observe different
individual children and recognized their temperaments, interests, likes & dislikes. Also
through this assignment the observer had learn many things about herself like e.g. how
well she can handle stress by remaining professional, sensitive and calm through the
different situations. Through this assignment the observer have learn that a respectful,
positive,and appropriate communication bring the educator, the parents and the
childrencloser.
3. What was the most challenging aspect of this assignment experience why? What
strategies and resources did you use to meet these challenges?
The most challenging aspect of this assignment experience was writing an accurate
anecdotal that describe the behavior and the important details that the observer wants to
transfer to the reader. The strategies that the observer usesto meet these challenges were
writing what she hear and saw to avoid making assumptions or subjective comments.
The observer also uses her notes, text books, knowledge and common sense to guide her
observations.
4. What one change would you make if you could do this observation over again?
If the observer could make this observation again she would probably notify the ECE
regarding the first occurrence when Evelyn pulls the observer hair to prevent the second
occurrence to be repeated.

6. Part 1- Observation
Date: March 15, 2012
On Fridayafternoon at around 4:45 pmall the toddlers were gatheredon the carpet. The ECE ask
the observer to sit with the children while she organized some of the children work to send home
to the parents. The observer was sit at the carpet reading a story to the children while the ECE
was closely listening and observing. While the observer was reading Evelyn an older toddler
approach the observer from behind and pull the observer hair. The observer turns around and
says “Evelyn please I do notlike you to pull my hair. Why don’t you sit down to hear the story?”
She did not answer and stays behind the observer. After few seconds Evelyn pulls the observer
hair again and the observer repeats“Evelyn it really hurts when you pull my hair. Could you
please seat down and listen to the story?” Then Evelyn started to cry and said that the observer
hurt her arm. The observer asks her to cool down and immediately calls the ECE that was a step
away from the scene. The ECE listens to the observer and ask Evelyn to stop cry and apology,
because it was the observer the person thatsupposed to be crying aftershepulls her hair.
Evelynlistens to the ECE and approaches to the observer and says that she was sorry. The
observerlooks at her eyes and replies “Thanks for apology Evelyn it means a lot to me but, I
want you to know that it’s important that we always speak the truth.”Shenods her head and walks
away. At that moment the ECE approach the observer and said “Yuli don’t worry Evelyn
alwaystends to exaggerate”. The observer gives thanks to the ECE for her support and continues
to read the story.
Part 2- Decision
At first the implemented strategy did not work out the way the observer expected. The intention
behind the observer strategy was to demonstrate Evelyn that we must listen and respect others
and always speak the truth because lies always have consequences. The observer was respectful
and maintains a positive attitude during and after the incident. The observer expresses the
tangible effect by telling the child how she felt without making the child responsible for the
situation.
Based on the text book Ages and Stages: A brief Overview Birth to 12 Years toddlers are easily
frustrated and capable of frequent tantrums,which are often a result of his inability to express
himself even though he has ideas. They can also show aggressive behavior and intent to hurt
others.They came go from excitant to anger to laughter within a few moments. Social interest
and physical abilities sometimes collide as a hug becomes a tackle and a gentle pat becomes a
whack. The adult need to teach children how to express affection appropriately.
Guidance techniques that works:
“The word discipline is off target. Guidance is a more accurate term. As a caregivers and
teachers, we guide children’s behavior. We teach them acceptable behavior and guide them to
develop self-control. The goal is that children learn to make good decisions about how to act in
specific situations.”

7. Give children limits and security:
Everyone needs to have boundaries defined. You, for example, rely on speed-limit signs, price
tags, and recipes to guide some of your activities. Children need to know limits and, within
those, limits, need the freedom to practice making appropriate decisions. They need adults to
help draw the line between not enough and too much decision making freedom.
Part 3-Action
Evelyn did not react well to the observer strategy. It took her some time to comply and positively
change her behavior. Even though the observer respond was positive and respectful it was
necessary the ECE intervention to help Evelyn cool down and to apology to the observer.
Part 1- Observation
Date: March 16, 2012
On Friday morning at around 9:45 am while the children were playing outside the observer
notice Soliana an older toddler with one of her knees on the floor and with both hands holding
the playground fence; she was looking at the subway station that is right across the child care
centre. The observer approachesto the child and ask “Soliana are you OK?She replies “My
mommy” while pointing to the subway station. The observer gently tells her “Your mommy
went to work but she will come in the afternoon to pick you up. Soliana looks at the observer and
extend her arms to be lifted off the ground; the observer lifted her up. Together they look at the
subway station and see Soliana mother smiling and waving. The observer and Soliana wave back
at her and the observer noticed that one’s Soliana mother have entered the subway station
Soliana wasn’t sad anymore because she was smiling and asking the observer to go on the slide.
Part 2- Decision
The strategy was a success because the observer acknowledges that Soriana was sad when her
mother left her at the center. The observer gently approach and comfort Soriana through the
transition and redirect her attention to engage in a new activity.

8. School to Home
“Leaving the program might be difficult for some children, particularly those who have a
difficult time with change. Children are often engage in an activity when parents arrive and be
reluctant to discontinue it. Often children have not received a warning that they will be leaving.
Additionally, parents, teachers, and children are all tired at the end of the day.
Just as children might bring a transition object from home to ease entry into the program, a
transition objects from the center that the parent will read to them at home. Teacher can also
make a conscientious effort to warn children that their parents are coming soon. If children are in
the middle of an activity, such us eating a snack or finishing an art project and the parent is
unable to wait, the teacher might want to send the unfinished snack or art project home to be
completed.
Through carefully planned transitions, teacher can reduce stress and behavioral issues, limit
wasted time, and increase learning opportunities. Children can learn independence and inner
control learn to use time wisely, and acquire the skills needed to make successful transitions
throughout their schooling careers and life”. ( Julie Bullard, Ch3; p,64)
Part 3- Action
The observer’s strategy was successful and the transition eases the child to respond positively
and to move from one activity to another without a fuss. The observer also notices that after
supporting Soliana a strong bond was born between her and the child. For instance: Whenever
Soliana is in distress she would approach the observer for help and comfort.
Bibliography
Books
Julie Bullard (2010). Creating Environments for Learning. United States of America: Pearson
Education, Inc.,
Marian Marion (2011).Guidance of Young Children. United States of America: Pearson
Education, Inc.,
Class Notes