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Feb 20, 2024

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Guidance & Self- Regulation –ECE- 145 Peach Tantrum Video Observation (Assignment #3) (Individual) Value: 10% Due on: December 10 ,2023 Name: Aleena Baiju ID: A00171631 Template to follow watching a video about “Peaches Tantrum.” Watch a video https://www.youtube.com/watch?v=ZBHp5eOo6UU and complete the template given. 1. General notes/observations of adult and child’s behaviours: The video depicts a preschool classroom with a teacher and a child named Peaches arguing over a toy. Peaches wants to play with a toy that another child is playing with, so she attempts to take it from him. The teacher steps in and instructs Peaches to wait for her turn. Peaches refuses to listen to the teacher and has a temper tantrum. She shouts, sobs, kicks, and slams against the teacher. The teacher attempts to calm her down by speaking softly, holding her hands, and explaining the regulations. Peaches persists in resisting and worsening her behaviour. She throws the toy, pushes the instructor, and goes away. The teacher follows her and attempts to divert her attention to something other activity. Peaches gradually calms down and forms a circle with the other children. The teacher congratulates her on her wise decision and offers her a hug. 2. Question: Provide 1 change/modification you would make in the physical environment that might minimize a repeat occurrence of the situation observed. Explain. A designated calm-down place in the classroom is one possible change or modification that may be done in the physical environment to reduce a repetition of the situation seen in the video. This is a place where children may go when they are feeling overwhelmed, angry, or irritated and utilize various tools and methods to help them relax. The calm-down space, for example, might have a soft mat, cushions, reading, fluffy animals, sensory toys, relaxing music, or breathing exercises. The instructor can explain to the children the purpose and regulations of the calm-down space, as well as show how to use it properly. When they observe symptoms of distress, the instructor can direct the children to the calm-down space and congratulate them for making use of it appropriately. A calm-down space can help avoid tantrums by providing a secure and supportive setting for children to express their feelings. Tantrums can also generate stress and disturbance for the instructor and the other students in

the classroom. A calm-down zone may teach children importance of self-regulation that will help them in the long term. Provide 5 observations of the adult’s behaviour and child’s response. Provide an alternative appropriate technique (MIRPEC) that could be substituted. (1 mark for each observation + MIRPEC, 2 marks assigned for depth, breadth, and concrete details to explain MIRPEC strategy chosen) Adult’s Behaviour and child’s response Alternative appropriate technique (MIRPEC) that could be substituted. Observation 1: The adult instructs Peaches to wait her turn to play with the item, but Peaches ignores her and attempts to take it from another child. The adult steps in and removes the toy from Peaches, saying, "No, you can't do that." The adult might utilize Modelling as an alternative technique to teach how to respectfully request a turn and wait patiently. "Peaches, I see you want to play with this toy," the adult may say. However, it is not your turn right now. When the other child has finished, you should ask if you may have a turn. "Could you please say, 'Can I have a turn, please?' and wait for his response?" The adult might also demonstrate how to use a timer or a visual indication to signify the end of the turn. Observation 2: Peaches has a temper tantrum and shouts, tears, kicks, and hits the adult. The adult attempts to calm her down by speaking softly, holding her hands, and explaining the regulations. Peaches persists in resisting and worsening her behaviour. The adult might employ Redirection as an alternative technique to move Peaches's focus away from the toy and the conflict and toward another fascinating and engaging activity or object. "Peaches, I see you're upset right now," the adult may say. However, striking and kicking are not permitted. It pains me and is dangerous. Let's go do something different. Look over there, there's a puzzle. "Would you like to assist me in putting it together?" The adult might also give Peaches a choice of two or three activities she enjoys and let her choose what she wants to do.

Observation 3: Peaches tosses the toy, pushes the adult, and runs. The adult pursues her and attempts to divert her attention to another activity. Peaches rushes to the opposite side of the room, ignoring the adult. The adult might utilize Positive Reinforcement as an alternative technique to recognize and praise any positive behaviour displayed by Peaches, such as stopping, listening, or following directions. "Peaches, I like how you stopped running and looked at me," the adult may say. That was excellent. Thank you for taking the time to hear what I had to say. Could you kindly come with me and sit for a moment? "I've got something to show you." The adult might also offer positive reinforcement to encourage other children who are doing responsibly and obeying the rules. Observation 4: Peaches gradually calms down and forms a circle with the other children. The adult congratulates her on her wise decision and offers her a hug. An alternative strategy would be for the adult to use Empathy to acknowledge and validate Peaches' feelings and emotions, as well as to assist her in understanding and labelling them. "Peaches, I'm glad you're feeling better now," the adult may add. I know you were upset and depressed previously. It is difficult to wait your turn and share with others. That's how I feel sometimes. But you did an excellent job of calming down and joining the circle. How do you feel right now? Are you content? "Would you mind telling me what happened?". Such open-ended questions help children to open up with adults regarding an issue. Observation 5: Following the event, the adult does not contact Peaches or the other kid and does not assist them in resolving the disagreement or restoring their connection. The adult might utilize Conflict Resolution as an alternative technique to assist Peaches and the other kid in communicating, understanding each other's points of view, and reaching a mutually accepted solution. "Peaches, I want to talk to you and the other

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child about what happened before," the adult may say. Could you kindly accompany me and sit with him? I want you to talk to each other and express how you feel and what you desire. Then we can collaborate to figure out how to make things better. This could resolve the issue between the children. REFERENCES: http://azece.org/wp-content/uploads/2017/01/Module-5C.pdf https://blog.cincinnatichildrens.org/healthy-living/child-development-and- behavior/preventing-preschool-temper-tantrums/ https://www.parents.com/toddlers-preschoolers/discipline/tantrum/a-parents- guide-to-temper-tantrums/

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