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Reflective Practice Guidance Logs 1

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

Date: March 31, 2011

Lazar and I were playing with the musical instrument sitting on the carpet. Abigail came to me holding a picture book and sat on my lap. Lazar grabs her t-shirt and pulled her away to move from my lap.

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. I believe this was appropriate for many reasons. I restated the limit the need not hurt each other’s and play together. It is important to teach the limit for an older infant environment. I redirect Lazar and I said “Let’s read the book together”. According to Christen Cox power point “Redirection” (p. 4). “In other words divert and distract. Some examples where Redirection can be used are: When an adult immediately does something to distract a child from the forbidden or dangerous activity”. This strategy gives Lazar understanding that he can have what he want without puling by join as.

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Part 3 – Actions(Clearly discuss your actions (what you did and said),

the child’s response and the results of the guidance strategy)

I was sitting on their level. Hold Lazar’s hand quickly before he hurts Abigail. I used soft and calm sound. I said “Lazar came closer” he came close to me still holding his hand and I put my other hand on Abigail’s lap and rub her lap softly and I said “ nice, nice don’t pull her, you can ask for me what you want”. He did the same rub Abigail leg, I said “Come let read the book together”. He sits with us and I continue reading the book for them.

Part 4 – Reflection(Clearly discuss your strengths and needs and the changes that you would

make if needed)

Strengths

Using soft and calm sound. Go down to child’s level. Eye contact. I stated the limit clearly. I take quick action. Using senses to make the child

understand the filling.

Needs

I didn’t redirect the child based on his interest.

I didn’t use to explain limit in positive language.

I didn’t give a choice.

Discuss the changes that you would make and why you would make them. (If any)

How would you PREVENT this from happening next time

I can prevent this from happening next time, I will prepare group activity that involves me and all children, that gives children a chance to be with me while participate in the activity.

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Reflective Practice Guidance Logs 2

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

Date: April 1, 2011

I prepared children for their snack by putting them on the high chair until ECE teacher brought the snack to serve the children. Lazar started to cry point to the shelf. I looked where he pointed I found out there is a toy that he always play with was on the top shelf.

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 choice for the strategy. I believe this was an appropriate for many reasons. I repeated the limit that it is snack time. It is important to teach the limit for an older infant environment. I give a choice by say “Do you like to play with your toys after snack?” “I will help you with your snack”. According to the Marion (p. 121). “Giving choices whenever possible children face so many important choices as they grow up. One of our goals, then, is to help children learn to make wise choice a skill that we have to teach. A good way to start is by offering manageable choice to children”. This strategy gives Lazar understanding that he has a choice to have what he likes to do.

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Part 3 – Actions(Clearly discuss your actions (what you did and said),

the child’s response and the results of the guidance strategy)

I got down to the child’s level and calmly point to the ECE teacher who is preparing snack and say it is snack time. I said “Do you like to play with your toys after snack?” I brought his snack and put it on the high chair and I said “I will help you with your snack”. He stopped crying and pick up the spoon and give me in my hand. I clap my hand and say to him good boy I like it when you are eating. I sit in front of him on the chair and feed him. After he finished his snack I clean his hand and his mouth take him to play area and give him the toy and I said now it is time to play. He smile and continue playing with his toy.

Part 4 – Reflection(Clearly discuss your strengths and needs and the changes that you would

make if needed)

Strengths

Using soft and calm sound. Eye contact. Go down to child’s level. Using positive wording. I stated the limit clearly. I give a child choice based on his

interest. I used gustier by pointing my hand

to give understand what is next.

Needs

I shouldn’t give for a child a toy as choice to make a child eat the snack. I should need to tall firmly that it is time to eat.

Discuss the changes that you would make and why you would make them. (If any)

How would you PREVENT this from happening next time

To Prevent this form happening next time I will put away all toys that children like before prepare them for eating. I would not put the children on the high chair and wait for meal to come or I prepare some activity to the child for transition time.

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Reflective Practice Guidance Logs 3

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

Date: April 8, 2011

I was reading a book for Abigail sitting on the carpet area while Lazar playing with musical instrument toy and dancing. Aidan came and pushes Lazar and start to play with the musical toy. Lazar starting to cry and grab and pull the toy from Aidan.

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. I believe this was appropriate for some reasons. I restated the limit the need to share. It is important to teach the limit for an older infant environment. I redirect both children also interested with music. I said “Late as sing and dance together”. According to Christen Cox power point “Redirection” (p. 4). “In other words divert and distract. Some examples where Redirection can be used are: When an adult immediately does something to distract a child from the forbidden or

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dangerous activity”. This strategy gives Lazar and Aidan understanding that they have a choice to have what he like to do.

Part 3 – Actions(Clearly discuss your actions (what you did and said),

the child’s response and the results of the guidance strategy)

I got down to the children’s level, slowly and calmly. I said “we all share.” I push the button from the toy; I grab more instruments from a shelf and start to sing. I said “lets sing and dance.” Lazar, Aiden and Abigail began to dance. They all smile, sing, dance, share the toy and play together.

Part 4 – Reflection(Clearly discuss your strengths and needs and the changes that you would

make if needed)

Strengths

Using soft and calm sound. Go down to child’s level. Eye contact. Using positive wording. I stated the limit clearly. I give a children choice based on

interest. Using short sentence. Make quick decision on choosing

a strategy.

Needs

I should not leave the child that I was reading a book with; I also didn’t give her choice.

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Discuss the changes that you would make and why you would make them. (If any)

How would you PREVENT this from happening next time

To prevent this from happening next time it is important to have more than one musical instrument in the room.

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Self Evaluation

In this assignment I learned positive guidance strategies description and

explanation; choices about discipline strategies and appropriate age choice of

strategies. I also learned from my mistakes to be care full on my wording and

explanation. For example I used a negative word to tell a child not to pull another

child forgoting that children is listening the last word only “pull”. Another mistake I

made when I help another child, I forgot about the child that I was reading the

book with and continued to play with other children. I didn’t give her a chance to

finish reading the book with her. I also learned that I should have to be conscious

at times at what I am doing and before I act.

This assignment seems very easy, but I found it very hard because I had a

very hard time to find my mistakes on the reflection subtitle needs. It took me a

lot time because it was very hard to find my own mistake easily. Although I find it

very easy to find someone else mistake instead, but this exercise gives me a

chance to study more and do detail work always searching for my mistakes

looking for ways to improve myself.

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Bibliography:

Marion, Marian. Guidance of young children. St. Louis: Mosby, 1981. Print. Christine Cox. Class power point “Redirection. Guidance – Individual Child

(ECEP132004.2011W).