Assignment: Unit 7 Video Activity

there just 2 parts to this one 

don’t pet them to together just do question 1 by itself same with 2 

 

1. Teachers guide children’s social behavior with the ultimate goal of helping each child to understand consequences, to problem solve, and to increase their self-esteem. In this video, the early childhood teacher guides her students’ behaviors while engaging them in developmentally appropriate activities. She emphasizes the importance of integrating guidance into the classroom curriculum and safety rules, as well as guiding behavior through assistance, modeling, and praise.

A well-managed classroom has established rules that communicate clearly what is expected of each child. In this video, the teacher reviews the rules for circle time by asking the children questions about the rules. What is another method that you might use to review established rules with children? Illustrate with an example.

 

2. Time is not something that teachers have a lot of. The video discusses the value of giving individual attention to the students in your program. Understanding the importance, how might you intentionally plan ways to give all students needed individualized attention? Consider what a developmentally appropriate program would look like as you respond.

 

 

 

 

this is the video 

 

[ Music ]

>> Having a well managed classroom is just having a really good curriculum that the teachers can follow and teach the children so that they’re interested, and management comes from setting up classroom rules and everybody being able to follow them and knowing what’s expected. The class that I’m in for the four and five year olds, we have a set of rules that we follow, and mainly a lot of the rules are just safety rules. You know we keep them simple, and so today at circle time when all the children were sitting, I reviewed the circle time rules. So now we’re all sitting in our own what?

>> Spot.

>> Spot. So when we come to circle, we always have our own spots, and what are some rules that we do for being safe in our own spot?

>> Sitting down.

>> We sit down on our bottoms. Whenever we come to circle, each child has their own spot, so they always know that, you know, where they’re going to sit so that sets them up for, you know, not to have any friend problems, and we just review our safety rules like how we need to be sitting and paying attention. We’ll have like a chart, you know, and have the children give their input, make up a behavior chart, and have their responses, and so we’ll talk about it. The children need clear expectations so that the children don’t become confused and all the children know what’s expected of them. [Inaudible], do you want to go to dramatic play? No? To block area? To block area. Ok. So, Shawn, where are you going to go work?

>> I want game table.

>> To game table? Ok. So you can go to your areas. We do a lot of like reminders and talk through the rules, and then we can also model them, too. We keep our hands on our–

>> Own bodies.

>> Own bodies, and not on our–

>> Friends.

>> Friends. We start in early childhood as they’re young to be thinking about the consequences of their behavior. That way, as they get older, as they go through elementary school or in high school as an adult, they’ve already had a good foundation of how to start, you know, learning about consequences and how to problem solve, and it will hopefully make them a much better adult. So, if two children are having an argument about a toy or whatever, somebody took a toy away from them, then we would guide them in problem solving, and we would ask the child who took the toy away from the other one, and say, “How did this make you feel?” And the other child can say, “They hurt my feelings; I didn’t like that.” So they would see the consequence of how that child is feeling. That child is feeling sad, they may be hurt, they may not want to play anymore, and they can see that that wasn’t the right thing to do, and some children will need guidance from me or the other teacher to say, “When someone does something like that to you, what do you need to say to them?” And they’ll say, “I don’t like that. I don’t like that because you hurt my feelings,” and sometimes they’ll need to either they’ll do it on their own if they’ve become used to problem solving or we will model it for them, and they’ll just repeat our words after us so that they can get used to how to do it. [Background noise] What should we ask him? [Inaudible], can you what? Can you please pick up the orange? Ok, that’s how we ask nicely, right? Problem solving is different for each child. Some children will pick up quickly, and, you know, they feel comfortable with it, and they’ll be able to do it right away. Other children, we just might have to repeat the process over and over for them until they feel comfortable. It depends on the child, if they’re shy or more scared or whatever, and then, it’s always neat to see because the children who are comfortable with this procedure will go over and even help other children problem solve. The teacher won’t even have to be involved. They’ll just say, “Let’s go problem solve,” and they’ll be like the facilitator, the modeling person, and show two other children how to do it. Effective praise is when you’re letting them know that their accomplishments mean something. We were playing the fruit game, and the children roll the dice, and I asked them to count to put into the bowl. Roll the dice and count your numbers.

>> One, two, three, four, five, six.

>> Ok, so find the six on the wheel. [Background noise] What fruit do you see that’s six? What is that?

>> Six.

>> And what is that fruit?

>> Apple.

>> Nope. This one’s an–

>> Orange.

>> Orange. So you get to put an orange in your bowl. All right. Good. All right, Marion [assumed spelling]. And so they might have hesitated or weren’t really sure, but they counted them all into the bowl, and I just said, “Wow, look at that. You counted all five. Did you do it right?” And the other kids were like, “Yeah, you did it right,” and so that boosted their self esteem, and they realized that they had done well. Ariel, what would you like to do for a special thing? [Background noise] You want to go play? Do you want to go play dominoes at the game table? Or on the other table? Ok, let’s go do that. Unconditional attention is just being able to be with a certain child at any given time just being able to take them aside and letting them know that you are there for them. It’s not like a reward system. It’s not saying, you know, it’s because you’ve been bad, I want to spend time with you or because you’ve been good. It’s just that they know that you can spend time with just them. So today in class, Ariel wanted to spend special time with me, and I asked him where he would like to go, and he said he’d like to play a game, and he wanted to play dominoes. So we went together, and we spent that unconditional attention together of playing the game, and that makes him feel good knowing that it’s just for him. I think having unconditional attention for children is very important, especially children that are either needy or might have more difficulty, you know, either listening or just focusing or whatever. Just having that one on one time with them is very important because it lets them know that I’m special. My teacher really cares about me. They can just spend time with you, and I think that does help overall in the long run.

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