Guidance

Guidance Log 1

Reflective Practice Guidance Log

Lekha Rajiv

Professor L. Bennet
Guidance and the Individual Child
ECEP 132, Section 002
4 March 2011

Guidance Log 2

Time: 9:30 AM
D.O.B: 12 June 2010
Child’s name: Kairo
Observer name: Lekha Rajiv
Setting: Indoor to outdoor play ground

Context: Child taking off the mittens outdoors.

Part 1-Objective Observation
(Clearly identify the problem. Examine the “context” of the problem)

Date: 23 February ,2011

On the 23rd of February, Thursday at 9:30 AM, the children were taken outside for
outdoor play. Toddlers were dressed up with coats, snow pants, caps, mittens and boots
with the help of teachers. The teachers also dressed up in winter clothes to model for
children. The teachers asked the children to form a line and walk slowly. When they
reached the playground the ECE asked them to sit first and then she called the names of
the children one by one. After that, the children started playing. While Kairo was playing,
he kept taking off his mittens of both his hands in the cold. I got down to his eye-level
and asked him to leave the mittens on by telling him “I am worried about your hands
being cold.” I also said “if you put your mittens your hands will be warm.” I showed him
my mittens and told him “my hands are warm because I am wearing mittens.” Kairo
looked at my mittens and started to put his mittens on and I helped him.

Part 2- Decision

(Clearly identify the guidance strategy and state why the chosen strategy is
appropriate for this child/situation)

I used the modeling and imitation strategy here to show Kairo the importance of wearing
mittens in the cold weather. This guidance strategy is developmentally appropriate for
toddlers. According to Bandura the modeling strategy is based on the child watching the
adult and the child follows their activity (Marion, 2011, pp.132). For Bandura, a “child
can learn something just by watching it” (Marion, 2011, pp.132). By setting the right
example, the child follows you. The teacher becomes the role model for the child. I used
this authoritative style of care-giving in this scenario because it helps children safe and
secure (Class Handouts, January 15 2012). When the child performs something learned
through modeling, the child imitated the behavior. Imitation is “performing an action
modeled by someone else (Marion, 2011, pp.132). When the teachers models an activity,
the child learns it and while performing the act the child imitates the teacher.
Part 3-Action
(Clearly discuss your action, the child’s response and the results of the
guidance strategy)
Action

Guidance Log 3

I got down to the child’s level to keep eye contact. I used positive wording without using
the word “don’t” to explain to Kairo about mittens keeping hands warm. I used phrases
like “you can keep your hands warm by putting on mittens” instead of “don’t remove
your mittens!” is better. Positive wording works extremely well with children. I used
short and specific sentences without complicating things. This simple sentence helped
Kairo to understand my points easily.

Child response
Kairo maintained eye contact with me when I got down to his level. He listened to my
words and put his mittens on without any problem with a little help from me. This means
he understood my words.

Result of strategy
The guidance strategy of modeling worked well and Kairo put his mittens on without any
hesitation. Kairo responded favourably to my words by putting on his mittens.

Part 4-Reflection
(Clearly discuss your strengths and needs and the changes that you would
make if needed)
Strengths Needs
I used positive wording to communicate I always need to model to the children
with the child. positively to ensure the child follows the
I used simple, short and specific sentences activity or the action properly.
for the child to understand better. I always need to use positive wording and
I used modeling as the guidance strategy communication to maintain meaningful
to help the child. This strategy conversation with the child.
implemented by Albert Bandura is based I always need to keep eye ball to eye ball
on the child watching the adult and contact.
following their activity (Marion, 2011, I need to build trust with the child. I
pp.132). should foster a relationship with children
I got down to the child’s level maintained and try to sustain the relationship.
eye contact throughout the conversation. I need to initiate conversations. I need to
I remained calm throughout the look for the quiet child and initiate
conversation to make the child at ease. conversations with them and try to keep
them engaged.

The most important thing I have learnt about guiding children is the importance of
modeling for children. Children listen if the instructor is following the instructions
themselves. For example, Kairo listened to me because I modeled properly by wearing
mittens while outdoors. By using respectful language and positive wording like “you
can keep your hands warm by putting on mittens” instead of words like “don’t remove
your mittens!” which upsets the children, positive wording could be used to promote
self-esteem and make the child feel better. I worked in particular with Kairo about the
mittens issue. However, by modeling the right actions the children (group) would be
able to imitate the right actions such as not taking off mittens during the winter while
outside. By using modeling and positive wording strategies to the child the teacher

Guidance Log 4

sets an example for the child to become pro-social. For example, by using positive
wording to the child, the child in turn uses positive wording in his/her interactions with
other people. By helping Kairo, I have created a good relationship with him. Good
relationships can be created if the teacher is calm and talks to the child with respect.
The teacher also needs to model positive behavior to the children. Positive wording
helps the children to understand better without fear and with a sense of security. This
helps to create meaningful relationships with children.
Discuss the changes that you would make and why you would make them.
In order to deter children from removing their mittens outdoors during cold weather, I
would use a prevention strategy by singing “keep your mittens on to keep your hands
warm” to hold their attention and so that the children won’t remove their mittens
outside. Likewise, the use of stories and story books related to the topic of winter and
winter-clothing will help the children to understand the importance of proper-winter
clothing. The stories will help the children to remember and recall the importance of
proper winter-clothing, so they will remember never to take off their clothing while
outdoors during the winter. This is an example of memory development through the
use of stories and songs (Marion, 2011, pp.132). Since, I am only at the centre for two
days; my information on the children is limited. I will ask the ECE for more
information to understand the child better.

Supervising ECE Signatures:

Dear ECE Supervising Teacher: Please read and review the guidance log and select the
appropriate box below to assist us in grading this assignment. Thank you!

o The log is accurate and based on observations

o The log is somewhat accurate. Please explain: ______________________
______________________________________________________________

o This log is not accurate based on observations. Please explain:_______________
___________________________________________________________________

ECE Signature: ____________________ Agency name: _______________________
Agency Phone Number: ______________________

Guidance Log 5

Time: February 16, Thursday, 10 A.M.
Name: Luna and Anniyah
D.O.B: May 4 2010, March 21 2010
Observer: Lekha Rajiv
Setting: Toddler room

Context: Children fighting over a doll


Date: February 16, 2012. Thursday, 10 A.M.

On the 16th of February, Thursday morning at 10 A.M. in the toddler room, I was playing
and interacting with children in the dramatic play area of the room. I observed Luna take
a doll and put it onto the carpet and covered the doll using a scarf. Anniyah came and
took the doll and the scarf. Both of them were pulling the doll and the scarf saying
“mine” and “no.” I went to the dramatic play area where Luna and Anniyah were pulling
for the doll. I bent down to meet their eye level and requested Anniyah and Luna to be
“gentle with your friend.” I explained to Anniyah that Luna took the doll first so give it to
her and I can give you another doll. Anniyah agreed and she gave the doll back to Luna. I
gave Anniyah another doll and she smiled and started to play with the new doll.

Part 2- Decision


I used the substitution as redirection guidance strategy. This strategy is developmentally
appropriate. Toddlers often say words like “mine” and “no” (Ages and Stages: A Brief
Overview, Two-Year Olds). “Substitution as a form of redirection in which an adult
shows a child how to perform an activity or type of activity in a more acceptable or safer
way” (Marion, 2011, pp.132). This redirection strategy helped me to distract Anniyah and
helped to avoid inappropriate behavior (Class handouts, February 22, 2012). The use of
this strategy gave Luna and Anniyah both what they wanted. By substitution Anniyah got
to play with a doll and Luna got to play with her doll.

Part 3-Action
guidance strategy)
Action
I got down to the level of the children and kept eye contact.I used positive wording with
phrases like “please be gentle to your friend” instead of “don’t take the doll from her!”
Positive wording makes the child feel comfortable and it also teaches respectable and
good behaviour. I kept calm and composed while talking to Anniyah and made her feel

Guidance Log 6

comfortable. I explained to her calmly that Luna took the doll first so she would have
give back the doll in order to get another one.

Child response
Anniyah maintained eye contact with me when I got down to her level. She listened to
my words and gave back the doll to Luna. This means she is comfortable with me. She
agreed with me and understood my words.

Result of strategy
The guidance strategy of substitution as redirection worked because Anniyah gave back
the doll to Luna and she played with her own doll separately. The strategy was a success.

Part 4-Reflection
make if needed)
Strengths Needs
I got down to the child’s level maintained I need to build trust with the child. I
eye contact throughout the conversation. should foster a relationship with children
I remained calm throughout the and try to sustain the relationship.
conversation to make the child at ease. I always need to use positive wording and
I used simple, short and specific sentences communication to maintain meaningful
for the child to understand better. conversation with the child.
I used positive wording to communicate I need to initiate conversations. I need to
with the child. look for the quiet child and initiate
I used the substitution as redirection conversations with them and try to keep
strategy to avoid problems and to deter them engaged.
the child from inappropriate behaviour. I always need to model to the children
positively to ensure the child follows the
activity or the action properly.
I always need to keep eye ball to eye ball
contact.

The most important thing I have learnt about guiding children is about the importance
of substitution. Children could be distracted and redirected. This is essential to solve
conflict between children. By using positive wording and speaking kindly and
respectably by using phrases like “please be gentle to your friend” instead of “don’t
take the doll from her!” makes sure the child will feel comfortable interacting with
you. By speaking respectfully and kindly to children, they gain trust in you. The
substitution as redirection strategy gives every child what they want. This method is
good to gain the trust of the children. Substitution as redirection makes sure that the
children get what they want instead of fighting with each other one item. Redirection
helps the children to become friends again and not quarrel over the same thing. This
helps to improve the pro-social behavior of the children. I develop meaningful
relationships with children because I use positive wording and I speak respectfully to
children. I make sure the children get what they want through strategies like
substitution as redirection. Since the children get what they want, they can develop a

Guidance Log 7

close and meaningful relationship with me.

If I could make changes, I would give the child another choice to make along with the
substitution as redirection strategy. Choices are when the ECE provides two options to
the child and allows the child to make a decision. Making choices is a choice which the
children need to be taught. Allowing choices help to build self-esteem of children. For
children, being able to practice making choices and decisions as a child helps them
develop an important life skill (Class Handouts, February 22, 2012). I would give
Anniyah two choices: return the doll to Luna to get another doll or wait for her turn to
play with the doll by taking turns with other children. Indirect guidance using the
materials and props in the environment could be used to solve conflict. The availability
of other dolls makes substitution easier. Taking turns with other children helps the
child to learn co-operation and patience. This would give Anniyah a chance to make
her own choice and also helps her to co-operate with other children and develop her
pro-social behaviour.




______________________________________________________________

___________________________________________________________________


Guidance Log 8

Time: February 17, Friday 3 P.M.
Child’s name: Kairo and Jeremiah
D.O.B: 12 June 2010, 3 July 2010
Observer’s name: Lekha Rajiv
Setting: The toddler room

Context: Children fighting over toys


Date: February 17, Friday, 3 P.M

On Friday, February 17, at 3 P.M., the toddlers were playing with blocks in the block
area and I was interacting and playing with the children. I observed Kairo taking a toy
drum from the shelf and was going to play it. Jeremiah came and started to pull the drum
away from Kairo. Jeremiah was pulling the drum from Kairo’s hands and Kairo was
saying “mine mine.” I reached the spot and got down to the eye level of the children and
told Jeremiah to “look at the yellow colour school bus.” I started to sing “Wheels on the
bus go round and round” and Jeremiah to the area where the bus was kept. We sang and
we played with the school bus together.

Part 2- Decision


I have used the Redirect strategy to divert and distract children. “Diverting and
Distracting is useful with toddlers. Redirection in which an adult sidetracks as a toddler
from one activity and steers him to safer activity” (Marion, 2011, pp.132). Toddlers often
use “mine and no” (Ages and Stages, Two-years olds) in this age. This strategy helps to
divert and distract children from inappropriate behaviours. This strategy helped me to
divert and distract Jeremiah and do other things.

Part 3-Action
guidance strategy)
Action
I got down to the level of the children and kept eye contact. I used positive wording with
phrases like “please be gentle to your friend” instead of “don’t take the drum from him!”
Positive wording makes the child feel comfortable and it also teaches respectable and
good behaviour. I used phrases like “let’s play together Jeremiah” and “let’s play with the
yellow school bus” to gather the attention of the child. I kept calm and composed while
talking to Jeremiah and made him feel comfortable.

Guidance Log 9

Child response
Jeremiah maintained eye contact with me when I got down to his level. He listened to my
words and gave back the drum to Kairo. He agreed with me and therefore he understood
my words.

Result of strategy
The guidance strategy of divert and distract as a redirection worked because Jeremiah
listened to my song and began to start playing with the yellow school bus. Therefore, the
strategy was a success.

Part 4-Reflection
make if needed)
Strengths Needs

I used simple, short and specific sentences I always need to keep eye ball to eye ball
for the child to understand better. contact.
I used positive wording to communicate I need to build trust with the child. I
with the child. should foster a relationship with children
I got down to the child’s level maintained and try to sustain the relationship.
eye contact throughout the conversation. I always need to model to the children
I remained calm throughout the positively to ensure the child follows the
conversation to make the child at ease. activity or the action properly.
I used the divert and distract strategy to I always need to use positive wording and
avoid problems and to deter the child communication to maintain meaningful
from inappropriate behaviour. conversation with the child.
I need to initiate conversations. I need to
look for the quiet child and initiate
conversations with them and try to keep
them engaged.
The most important thing I have learnt about guiding children is about the importance
of creating diversions and distracting children to avoid conflict and inappropriate
behavior. I used this strategy to success with Jeremiah because I knew he was
interested in cars and toys with wheels. When he was pulling for the drum with Kairo,
I diverted him to another toy and he listened to me and began to play with me. By
using positive wording and phrases like ““please be gentle to your friend” instead of
“don’t take the drum from him!” is good for the self-esteem of the child. The child
feels respected when the teacher is not yelling at them. Praising the child after the child
listens to you is another way to increase the self-esteem of the child. These methods
help to increase the self-esteem of the child. By speaking respectfully and kindly to
children, they gain trust in you. The divert and distract as redirection strategy gives lets
every child do something they enjoy. For example, although Jeremiah couldn’t play
with the drums at that time he still played with the yellow school bus which he enjoys
to do. This method is good to gain the trust of the children. Divert and distract as
redirection makes sure that the children get what they want instead of fighting with
each other one item. Redirection helps the children to become friends and not quarrel

Guidance Log 10

over one thing. It avoids confrontation and argument between children. I used the
divert and distract as redirection strategy and this eased out the argument between
Kairo and Jeremiah for the drum. This strategy helps to improve interaction between
children and eventually the pro-social behavior of the children. I develop meaningful
relationships with children because I use positive wording and I speak respectfully to
children. I make sure the children get what they want through strategies like divert and
distract as redirection. Since the children get what they want or what they like to do,
they can develop a close and meaningful relationship with me because they are not
upset.

If I could make changes, I would give the child another choice to make along with the
divert and distract as redirection strategy. Choices are when the ECE provides two or
more options to the child and allows the child to make a decision. Making choices is a
choice which the children need to be taught. Allowing choices help to build self-
esteem of children. For children, being able to practice making choices and decisions
as a child helps them develop an important life skill (Class Handouts, February 22,
2012). I would give Jeremiah two choices: return the drum to Kairo to and play with
another instrument or to wait for his turn to play with the drum by taking turns with
other children. The use of materials and props could be used to solve the conflict.
Since, there is only one drum in the class a substitution as redirection strategy could be
used. Taking turns also fosters co-operation and patience among children. This would
give Jeremiah a chance to make his own choice and also helps him to co-operate with
other children.




______________________________________________________________

___________________________________________________________________


Guidance Log 11

Self-Evaluation

Through this assignment I have developed a good understanding of application of positive
guidance strategies. I have learned both direct and indirect guidance strategies appropriate to the
development of children. I have developed good observation skills with which I am able to
notice conflict. I am able to step in and solve conflict using guidance strategies.

Although enjoyable, the assignment was time-consuming in nature. Answering the questions
took a lot of time. The assignment was also quite challenging. To avoid the challenge and race
against time, I will have to make better references from the textbook, and make better notes to
analyze data. Through this method, I would be more efficient and better suited to finish the
assignment next time.

Guidance Log 12

References

Ages and Stages: A Brief Overview, Two-Year Olds

Class Handouts, February 22, 2012

Marion,M. (2011). Guidance of Young Children. Upper Saddle River, New Jersey, USA;

Pearson Education.

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