ECEA200Assignment1jass

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Nairobi Institute Of Business Studies *

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Sociology

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Nov 24, 2024

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ECEA 200 Child Guidance Assignment 1 Online videos and suggested readings provide the information necessary to complete the assignments.  Booklet: Guiding Children’s Behavior Nov 4, 2003, gov.bc.ca  BC Licensing Regulation March 2022 https://www.bclaws.gov.bc.ca/civix/document/id/complete/statreg/332_2007  Textbook: The Whole Child: Developmental Education for the Early Years (10th Edition) Paperback – Mar 27, 2013, by Patricia Weissman (Author), Joanne Hendrick (Author). ISBN-10: 0132853426 ISBN-13: 978-0132853422 **You can always search the internet to understand the concepts presented at a deeper level. Please cite any sources that you use to answer any questions. Plagiarism is a serious issue. Please see the Student Handbook for more information. ** Grade Criteria: A 80% or above Student shows an advanced understanding of the readings. Reflection and connection include theories, concepts, and/or presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable. B 70-79% Student shows an understanding of the readings. Reflection and connection demonstrate a general understanding of the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable. C (pass) 60-69% Student shows some understanding of the readings. Reflection and connection demonstrate a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment. DNC - Did not complete course. Student has not shown understanding of the readings. Reflection and connection demonstrate a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided.

Part 1 Think Deeper 1. List the key reasons why children need positive and supportive guidance. (Page 3) I. To evolve their social skills, their ability to express their needs, wants, feelings and views in a manner that can be understood in the way it is said. II. To help them develop their behaviors, learn about sharing with and caring for others. III. Enhancing their creative skills and emotional health. IV. Learning about the feeling of fulfilment which is very important in the learning process. 2. Describe the influences on a child’s behavior in the table below. Provide an example. (Page 4) Influences Description of the influence on a child’s behavior. Use your background knowledge as well. Age E.g. Behavior is influenced by age. When a child’s increases in age it brings changes in their ability to think, complete tasks and control their behavior. For example, a 2- year-old child cannot make a sandwich whereas most 10-year-old children can make a sandwich independently. Level of developmental stage and abilities Example. Level of developmental stage and abilities influence behavior as there are stages when children grow both mentally and physically. In other words, they improve themselves by learning things through observations, listening, watching and most importantly by doing. For example, stimulating activities formed by teachers to develop children minds as this is the age when they learn so much. Environment: Space Example. It means when children are allowed to have their space and do whatever they like which is also known as “free play”. For example, when they sing songs, build with blocks, and do some activity with their own mind without any instruction or procedure. They develop their creative skills. Environment: Things Example. When left alone children should be left alone with self-correcting materials (materials which doesn’t require constant assistance) as they don’t know what to do with the household stuff as they don’t learn it in the school since they are not surrounded by those things at preschools also, they try to play with those things and end up hurting themselves or ruing the thing. For example, kids can be left with some matching cards, answer keys, puzzles etc. which can be used to play, and children know how to play with them and at the same time they are not harmful to them (if they have been taught how to play with them before). Environment: People Example. At such an early age children learn a lot of things which might leave lifelong impressions on their minds as they have a very tender mind at an early age. So, people around them play a very significant role since children learn what they observe (watch and listen). For example, if we share something with someone in front of child, they quickly adapt that aspect as children sees their teachers as their ideals (unknowingly) to learn basic social skills, etiquettes and follow into their teacher’s footstep’s. Environment: Time/Program Schedule Example. The program should be formed as per the needs of the children also based on reality. In other words, they should be taught to be on time as it will be carried forward with them in future, some rest in between so they have time require from fatigue and can learn rest with fresh mind as it will help them to understand the significance of rest in their lives and eating with hygiene along with some sharing with others, outdoor

play time to develop them physically and some free play which enables them to discover their inner interests and talents. Adults who care for children Example. It is believed that young girls had a natural gift to work with children (McMillan, 1929). Girl/women is always seen as a mother figure, as they have been much more caring and loving with children as compared to men. Family and culture Example. This has a huge impact on children’s lives as they learn what they observe as they are surrounded by their families, they watch how their parents behave and do things as learn from them also the condition the family is living in. For example, we all witness children in slums running around bare feet, unbathed, malnutrition which is caused due to the family condition they are born in which affects their way of learning of developing. 3. Is it normal for children to make mistakes? Should an Early Childhood Educator Assistant have realistic expectations? (Page 4) Answer. Yes, it is normal for children to make mistakes as it is part of the learning process. Children experiment something new and do it wrong and then we show them how it is done correctly, and they try to do the way we taught them, but it will take time and more tries to make them learn certain things which requires teachers to be patient with children. Yes, the early childhood educator assistant has realistic expectations as they are children not grown ups which makes the learning process a little difficult and time consuming for the teacher. 4. Analyze Figure 1.1 tips for teachers on the day-to-day care of young children’s brains. (Page 8) a. Which of these tips resonate with you most? Answer. (i) Firstly, the idea of not speeding up things instead respecting their pace and style of learning as it will not impact their personalities, but it will help to enhance it. (ii) Secondly, proper nutrition and physical exercise will be a foundation of a healthy life ahead of them. (iii) Additionally, regular conversation with parents so they can avoid unhealthy routine of their kids such as too much time watching television or playing video games as it will affect their eyesight also will give some amount of stress to their minds. b. Are there any tips that you do not think benefit a child’s brain development? Answer. Only tip I am concerned of is they should be allowed to touch and explore everything some things should be avoided such as not touching insects or worms which can be easily found anywhere around them as I have witnessed children have habit of grabbing stuff around them putting directly into their mouths. 5. What is developmentally appropriate practice? (Page 11) Describe the three core considerations of developmentally appropriate practice below. (Page 12)

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Answer. Developmentally appropriate means the learning activities planned for children are placed at the correct level for their stage of development and are suited to individual children’s tastes, abilities, and cultures (Coople,2009). Core Considerations Describe Know about child development and learning Teaching things or doing learning activities according to child’s age so that they can learn and process it easily as every child has their own style and pace of learning. Know what is individually appropriate Teachers learn about the interaction of children with others and the environment on an individual basis. Also, the teacher should know about each child’s abilities, interests, and process of development. Know what is culturally appropriate This will help the teacher to know about family values and their expectations from the school. This will help the teacher to provide meaningful and relevant experiences to the child. 6. Constructivism is an important learning theory that educators use to help children in their care learn. Constructivism is based on the idea that people actively construct or make their own knowledge, and that reality is determined by your experiences as a learner. Basically, children use their previous knowledge as a foundation and build on it with new things that they learn. Hands-on, active-learning, or child-centered philosophy are constructivist approached. Describe the contributions of constructivist theorists below. (Page 14) Constructivist Theorists Key contributions to childhood programming Jean Piaget (i) Play as medium of learning. (ii) Importance of dynamic interaction between the environment and the children. Lev Vygotsky (i) He focused that social interaction and cultural background helps in mental growth. (ii) He further described play as social play which helps in learning and requires more than just imagination and symbols. Reggio Emilia Approach (i) Their idea centered that children exchange ideas and try out those ideas and learn from it basically learning by doing using their own ideas according to their knowledge at their own pace. 7. What are the premises of quality education? These statements are the basics of Early Childhood Education. Describe 6 overarching big ideas about child guidance. (Page 22) Answer. Health, safety and good hygiene along with good nutrition are the premises of quality education. Premise Overarching big idea in Early Childhood Education in child guidance 1 Teaching them skills rather than over feeding them with facts. As with the help of facts

they can solve the problems they face. 2 Programs should be based upon the foundation that aims for physical and emotional health. 3 Children should learn through play as it will help them to make decisions, explore opportunities, resolve conflicts, take responsibility, and have a flexible environment with chance of learning by doing. 4 Activities should be based according to pace and developmental stage. 5 Influences that affect the direction and degree of growth are family, community, and the rest of the world which direct and indirect impact of children growth. 6 Give children time to be children. do not burden them with information and academic expectation as it will eventually lead in decreasing of academic accomplishments and development of negative attitude towards schools. 8. Describe the essential requirements for quality programming for ECEA’s and what this would look like in a learning environment. (Page 23-30) Essential requirement for ECE programming What does this theory look like in practice? Good human relationships are a fundamental ingredient of a good day E.g., Groupings must be kept small to provide the best care possible. Children should be given opportunities to move around freely and to explore their environments. Talking to each child and caring for the child is important. Families must reincluded as part of the life of the school Families participate in school activities, discussions, and celebrations. This is good for the children’s education in the long run. High quality education must be developmentally appropriate The learning material for children should be appropriate with there age. Teachers should not present the child with stuff they are not ready to learn about yet. At this young age, education is supposed to be fun and interesting for kids, it shouldn’t be stressful. High-quality education is individualized Teachers must be able to find a connection and understand each child individually. Such as, every child has different level of growth and development. A great teacher will plan the class by keeping all his children in his mind. High-quality education honors diversity in its many forms It if found to be true that including a special need child, children from different backgrounds will benefit everyone in the school. High-quality education uses reasonable and authentic methods of assessment to find out more about children Assessments are helpful in understanding children’s behavior. There are a lot of ways to keep records. For example, information about background of parents and

family, checklists and developmental charts, videotapes which sheds better light on the skills of the children. High-quality education has a balance between self selection and teacher direction; both approaches are valuable Self selection lets children get a taste of things, it lets them choose for themselves which boosts their esteem and expressions. Self selection activities are done in small gatherings around a teacher. But sometimes, the gatherings can be large which requires management by teachers. Both ways are equally important for the children to be involved in everyday thinking and reasonings. High-quality education should be comprehensive High quality education should be comprehensive- it should include physical, emotional, social, cognitive, and creative. All these categories cover the behavior and development of a child. High-quality teaching is intentional Teaching requires a lot of planning, thinking, details. It doesn’t happen by itself. The teacher’s decisions and behaviors set the tons for the classrooms. High-quality education has stability and regularity combined with flexibility Children should have a routine. They should know what’s going to happen the next day. It helps them to prepare themselves mentally for the event and they feel safer. High-quality education has variety Children love new experiences. Teachers should keep them engaged and active throughout the day. Children need many different kinds of experiences, as well as changes in basic experiences Variety should be included in children’s day to day activities. There can be field trips, or different topics of discussion. Children need changes of pace during the day to avoid monotony and fatigue and to maintain a balance of kinds of experiences Change of pace is important for children. For example, we should noy rush children into doing all the activities, dancing, field trips in one day with a little to no rest. Rather, they should be allowed to have breaks, and should be given a plenty of playtime. Learning must be based on actual experience and participation Young children learn best when they do things. When they can participate, move, see, feel, and change things. Verbal discussions are not helpful for young children. Play is an indispensable avenue for learning Its important for children to have plenty of playtime in their curriculum. Playing is the one activity where they can learn and relate something to themselves. The program should be reflected on daily The curriculum should be evaluated everyday. There should be certain questions a teacher should ask themselves, like how did the day went? What did the children learn today? High quality education promotes ethical standards for teachers The teachers and leaders have a great responsibility ahead of them, and the Code of Ethical Conduct helps to navigate the confusing issues regarding children, families, colleagues, and community and society. High quality education should encourage advocacy Its our responsibility to advocate for our children, families, and parents. We should always promote good behavior for everyone and treat our children with utmost respect and love. The day should be pleasurable We should make the children learn about the benefits of

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school and learning. The day of children should be cheerful, satisfying so that they want to come to school the next day. These sweet experiences should be pleasurable for the children as well as adults. 9. Why are certain families supportive of programming and others so sceptical? What can you do to open the door to good communication? (Page 34-36) Answer. Families which are supportive of programming knows the importance of it on their child as they are involved in what their kid is doing, while on the other hand some the parents are sceptical because they don’t spend much time with or on their kids which later results in them having second thoughts about the programming of their child as they don’t what was going on before and how it was important. (i) To improve our attitude towards them. In other words, avoid “us versus them” instead involve them in their child’s program as partners. (ii) Teachers must understand what a family means to the child they are dealing/working with. (iii) Learning about family culture and background to better understand their expectations from the school and the teacher. 10. Describe the ways an ECEA can establish a good relationship with families below. (Page 36- ) Factors that improve relationships between the educator and the family Description Attitude of the educator Attitude of the teacher towards the family and child should be positive and non-judgmental Avoid the “us versus them” mentality Make good relations with family by talking to them daily about their children’s development. We can avoid (us versus them) mentality by making partnership with family. Understanding family diversity Every child is unique as they come from different background and culture so, teachers should try to include all the culture and families. Understanding the challenges when working with families (Page 38) Try to gain their trust by talking. Making them comfortable. Try to talk with smile and patience can make them feel comfortable. As they are working, they don’t have much time to spend with their child so, try to make an area where they can sit sometimes and can see their child in the classroom or can play with them. Show Genuine Concern Telling parents, the daily reports of the child. Try to make a child comfortable and try to engage with them in activities so that we can know their liking and disliking. Develop cultural competence (Page 40) Educator can try to show some interest in different cultures and can try to learn about child culture it can help teachers to understand them and their feelings better. Positive attitudes for other cultures.

11. Describe the process involved in dealing with an angry, frustrated and/or unreasonable caregiver. (Page 42) Steps Description of process to deal with situation The Preamble: what to do before the situation arises (i) I can collect the information about the situation. (ii) I can stop or try to stop the situation by giving the frustrated person his/her space. Coping with the initial encounter: what to do when that button is pushed (i) Try to listen the other person side of story instead giving our point of view before knowing the whole story. (ii) Respecting their and understanding the caregiver’s emotion/feelings. (iii) Try to explain my side of story too when the person is calm down and is ready to listen too. What to do after the complainer departs (i) Respecting other persons privacy by not telling the situation to other teachers. (ii) Discuss the situation with Director/manager about the situation and seek for guidance. 12. Describe some general principles for helping families deal with crises? (Page 50) Answer. (i) By showing love and concern. (ii) Making them feel comfortable so that the child could express him/herself. (iii) Boost their morale by listening and understanding their needs, wants and interests which will give them mind satisfaction which will eventually lead to them being calm as they will feel that they are heard. (iv) By giving them a challenging task of their interest, which will divert their interest from sad/angry to happy and joyful, also can be helpful in learning. (v) Try not to discuss their problem in front of others(teachers, elder siblings) which makes them feel that they can trust and this way they wont hide anything from parents. Part 2 Connect and Reflect 13. Child abuse, also known as maltreatment, is common. It is important to understand and reduce the risks of abuse for your child and be familiar with the signs of abuse and neglect. About 4 million cases of child abuse and neglect involving almost 7 million children are reported each year. The highest rate of child abuse is in babies less than one year of age, and 25 percent of victims are younger than age three.

Most cases reported involve neglect, followed by physical and sexual abuse. There is a lot of overlap among children who are abused, with many suffering a combination of physical abuse, sexual abuse, and/or neglect.  Read section 52 in the BC Child Care Licensing below.  Read the shared document: Keeping Kids Safe from Abuse in BC.  Read: HealthLink BC- Child Abuse and Neglect https://www.healthlinkbc.ca/health-topics/child-abuse-and-neglect#:~:text=Children%20and %20teens%20can%20call,police%20or%20child%20protective%20services . Harmful actions not permitted 52 (1)A licensee must ensure that a child, while under the care or supervision of the licensee, is not subjected to any of the following: (a)shoving, hitting, or shaking by an employee or another child, or confinement or physical restraint by another child. (b)confinement or physical restraint by an employee, except as authorized in a childcare’s plan if the care plan includes instructions respecting behavioural guidance. (c)harsh, belittling, or degrading treatment by an employee or another child, whether verbal, emotional or physical, that could humiliate the child or undermine the child's self respect. (d)spanking or any other form of corporal punishment. (e)separation, without supervision by a responsible adult, from other children. (f)as a form of punishment, deprivation of meals, snacks, rest, or necessary use of a toilet. (2)A licensee must ensure that a child is not, while under the care or supervision of the licensee, subjected to any of the following types of abuse or neglect, as described in section 1 of Schedule H: (a)emotional abuse; (b)financial abuse; (c)neglect; (d)physical abuse; (e)sexual abuse. a) Is it ever permissible for a child to undergo any of the harmful actions listed above? Answer. No, it is never permissible for a child to undergo any of the harmful actions listed above. b) Describe what you would do if you saw someone treat a child in a harmful way.

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Answer. Firstly, I will stop the abuse and will make sure the child is now safe and will do my best to make the child feel better so that the child don’t get traumatized and I will call for emergency services if needed due to the abuse otherwise I will report the person who was doing it so that person cannot do that to some other child. c) Have you seen a child being treated in a harmful manner? What did you do? What would you do differently now, knowing what you know about child guidance and the Child Care Licensing Regulation? Answer. Yes, I saw it when I was back in my home country about 6-7 years ago. But not by someone else but by their parents. At that time, I thought they were their parents they are doing what’s best for their children but now when I am learning about harms of it by studying it as licensed professional. I feel very sad that I couldn’t do anything about it due plenty of reasons firstly I had no knowledge and power in my hands at that time and I was also a kid back then. But now if I see something like that happening in front of me I will stop the abuse right way and then educate their parents about the harms of it on their children and if its not the parent but someone else I will report it to the right authorities that is child protective services so that they can stop it from happening in future. d) What are the common signs of child abuse and neglect? (Page 54) Signs of Abuse and Neglect Description The Child (i) Changes in behavior and performance of the child. (ii) Distracted in school activities. (iii) Comes to school early. The Parent (i) Not very concerned about the child. (ii) Higher expectations from their children in terms of physical activities. (iii) Asks teacher tor caregivers to use harsh discipline techniques if child misbehaves. The Parent and the Child (i) Rare touch or eye contact. (ii) No liking between each other. Signs of Physical Abuse (i) Has fading bruises or marks after absence from school. (ii) Child frightened of their parent or scared to go back home. (iii) Unexplained burns, marks or bruises. (iv) When described the child in negative manner by the teacher or caregiver. Signs of Neglect (i) Has dirty clothes or severe body odor.

(ii) Frequent absence from school. (iii) Begs or steal food frequently. (iv) Seems depressed or behaving irrationally. Signs of Sexual Abuse (i) Experience sudden change in appetite. (ii) Difficulty walking and sitting. (iii) Reports nightmares or bedwetting. (iv) When the child isolated or secretive. Signs of Emotional Maltreatment (i) Lack of attachment to parents. (ii) History of trying to commit suicide. (iii) Extreme behaviors such as aggression, extreme passivity, overly complaint or extremely demanding. (iv) Constantly blaming the child. REMEMBER! If you think a child or youth under 19 years of age is being abused or neglected, you have the legal duty to report your concern to a child welfare worker. Phone 1 800 663-9122 at any time of the day or night. Part 3 Theory into Practice 14. Manjot, a little girl in your learning centre, has started to pinch other children on a regular basis and hit other children when she does not get her way. a. Describe what you would say to the parent? (Page 46) Answer. Teacher can let parents know that how Manjot is doing in the classroom. Can tell Manjot’s aggressive behaviour like pinching and hurting other friends and it’s very normal in this age as they don’t have many words but at the same time hurting other kids is not a good way of communication so, we are practicing be being a shadow around her so that we can resist accidents and tell her that pinching hurts. b. List some practical pointers for conducting a successful conference with her parents. Answer. (i). Be ready with observations or development list. (ii). Photographs of certain activities or event. (iii). Tangible documents. (iv). Maintaining the time between listening and asking the questions it would be helpful for both parents and teachers.

c. How would you help Manjot understand that physical violence is never permissible and that there are other ways to deal with situations? Answer. (i). By practicing more gentle behaviour. (ii). Telling her that pinching, pushing, and biting hurts. (iii). By continuously reminding her. (iv). Redirecting can help her too.

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