ECS-325 topic 8 DQ 1 and 2

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Grand Canyon University *

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Sociology

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Jun 11, 2024

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ECS-325 topic 8 DQ 1 and 2 DQ 1 Why is it so important to teach children how to solve their own problems and conflicts instead of you stepping in? What does research say about when it is developmentally appropriate to step in, and when you should let children resolve problems themselves? Hello, Professor Dashana The approach to conflict management that I tend to use the most is collaborative. When interacting with families, I feel we are able to meet their child's needs in the best way by working with families and communicating concerns and ideas to help the child. With my students, when there is a conflict, I still encourage them to work together to solve their problem and try to guide the conversation only when they need help in figuring things out. When I see students having a conflict in pre-k, their first reaction is to come to an adult to get us to fix the problem. When we guide them back to the person and encourage them to use their word by telling the other person how they feel or what they are mad about, they are able to learn how to communicate with each other. I ask open-ended questions to help them work together to find a solution. I believe modeling and practicing collaborative conflict management provides opportunities for each child to observe from afar (only when appropriate) and build their own conflict management skills where they are able to eventually work through problems with their friends on their own. This is a positive approach which boosts their confidence and communication skills
DQ 2 Describe two barriers to collaborative problem-solving. What techniques can an educator employ to keep blame from entering problem-solving meetings? How can using the Christian worldview in your responses to families help with conflict resolution with parents and caregivers? Hello, Professor Dashana Some barriers to collaborative problem solving would be a lack of communication, emotionally charged discussions, blaming others, monoculture and monolingual tendencies, and personal bias. Without open communication and sharing a positive about a child, parents may feel intimidated or as though the child is being singled out from others. This can lead to emotionally charged discussions, and parent in general could be emotionally charged because they want what is best for their child. Teachers can also let emotions get in the way if they think they parents will not work with them or they for some reason do not like the child. Either party could place blame on the other by feeling that communication or support is not occurring to help the child through a situation. Generally, the majority culture and language will be the known of the teacher, which leads them to reach out to families in ways they understand, but it is important to be aware of the families culture and language as a way to show respect and have an open line of communication. Personal bias can get in the way from both parents and teachers with the thinking of one of them being better than the other or knows more than the other. As educators, we can work to prevent blaming on our end by encouraging and listening to the families points of view and ideas in a respectful manner. When we give families the opportunity to share their knowledge, they feel valued as a partner in helping their child
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