Date: 22.05.2023 Focus Child: Toby
Planning
Date: 22.05.2023 Focus Child: Toby
Location: Outside Time Required: 10 minutes
Outline of your selected prosocial guidance strategies & justification Plan to integrate your selected strategies into the planned learning experience.
I chose to utilise positive reinforcement and behavioural expectations strategies. The reasons for choosing these strategies are that in the setting the educators often expressed displeasure towards Toby and use negative reinforcement. Reflecting on the educators strategies I concluded that these were ineffective because Toby could not self-regulate his emotions and became non-cooperative. Therefore, my chosen strategies could assist Toby to feel more safe, supported, and respected, help him to understand what is expected by reinforcing positive behaviour so he is more likely to repeat those behaviours in the future and by establishing clear expectations of behaviour, he will understand what is expected of him and promote consistent, appropriate behaviour.
What is your planned (hypothetical) learning experience? Group game of duck, duck, goose.
How will you integrate your chosen strategies into the planned learning experience?
I will promote Tobys active engagement in the group activity by explaining behavioural expectations to all the children, acknowledge and comment on childrens prosocial behaviours throughout the game and using intervention strategies such as saying heads, shoulders to regain the childrens attention if challenging behaviours arise and utilizing a calm but firm approach and communication style.
This activity will take place in the outdoor environment, it will take approximately 10 minutes or until the children want to stop playing. It will be done in a small group with approximately 5-8 children and there are no resources necessary.
Details of Implementation:
During the game of duck, duck, goose, I implemented behavioural expectations and positive reinforcement strategies. The children gathered and created a circle, before beginning the game I explained the rules and explained that we need to play fairly and take turns. I chose a child to be the goose and begun to observe the activity. I acknowledged the children who sat quietly and waited for their turn by saying good job ! Additionally, I role modelled appropriate behaviours and as the game progress continued to reinforce positive behaviour. Over time the children began to imitate my behaviours such as waiting patiently and listened to not call out to be picked. Initially Toby followed all behavioural expectations, however as the game went on and he was not getting chosen he begun to fidget, grow restless and attempting to leave the game. I spoke to him calmly and reassured him that he will have his turn soon. As the game progressed the children displayed improvement of prosocial behaviours such as turn-taking and patience.
Overall, the children responded well to the game of duck, duck, goose, majority of the children followed the behavioural expectations and responded positively to the positive reinforcement.
Evaluate and Reflect on your selected guidance strategies.
The chosen strategies of positive reinforcement and behavioural expectations were effective in promoting childrens positive behaviour and engagement in the game. This activity aligns with Banduras social learning theory as it acknowledges that behavioural change is learnt from interactions with others, observing the behaviours of others and imitation of behaviour (Nabavi & Bijandi, 2012). This was evident as children imitated each others behaviours and my behaviour. Additionally, Bandura references four conditions in the modelling process, including attention. This is evident at the beginning of the activity when I clearly explained the rules and expectations, the children paid attention and followed this. For future learning experiences I need to consider differentiating teaching and strategies to manage challenging behaviours of all children. According to Butler and Monda-Amaya (2016) it is important for teachers to be adequately prepared to face challenging behaviour and positively manage the classroom. Preparation is a crucial element to prevent and manage challenging behaviours (Butler & Monda-Amaya, 2016).
References
Nabavi, R., & Bijandi, M. (2012). Banduras social learning theory & social cognitive learning theory. https://www.researchgate.net/publication/267750204_Bandura%27s_Social_Learning_Theory_Social_Cognitive_Learning_Theory
Butler, A., & Monda-Amaya, L. (2016). Preservice teachers perceptions of challenging behaviour. Teacher Education and Special Education, 39(4), 276-292). https://doi.org/10.1177/0888406416654212
Date: 23.05.2023 Focus Child: Toby
Location: Inside Time Required: 20 minutes
Outline of your selected prosocial guidance strategies & justification Plan to integrate your selected strategies into the planned learning experience.
I chose to utilise the strategies positive reinforcement, storytelling, and behavioural expectations to promote Tobys prosocial behaviours. The reason for this is that through observations children are engaged in story group times and it provides a starting point for children to discuss and possibly apply it to their own lives. Moreover, positive reinforcement increases childrens motivation to continue behaving/acting in a certain way. It also establishes expectations; it helps children to understand what behaviours are expected of them. Therefore, my chosen strategies aim to develop Tobys self-care skills in a safe, supportive environment.
What is your planned (hypothetical) learning experience? Reading The Saddest Toilet in the World written by Sam Apple.
How will you integrate your chosen strategies into the planned learning experience?
I will promote Tobys toileting skills in this planned story reading activity by firstly, clearly explaining behavioural expectations by using age-appropriate language that is appropriate to Tobys developmental level, I will also use simple words and phrases. Secondly, I will use storytelling to provide visual aids and teaching toileting skills in an engaging way. Lastly, positive reinforcement will be utilised to acknowledge childrens prosocial behaviours during story time.
This activity will take place indoors as a whole group experience and requires a copy of the book Reading the Saddest Toilet in the World written by Sam Apple.
Details of Implementation:
The children gathered on the mat in front of the smartboard and ate their crunch and sip. I began by clearly explaining to the children by saying I hope during the story everyone is going to sit quietly, listening and put their hand up if they have any questions. Throughout the telling of the story, I gave positive reinforcement and praise to children who displayed the expectations stated. At the beginning of the story, Toby appeared restless and unsettled. When I had noticed his behaviour, I said Toby are we being a Lowanas learner? I can see you cant sit still would you like to sit somewhere else? Toby was unresponsive and put his head in his lap, when asked again he remained sitting still. However, I progressed through reading the story and the other children were actively engaged in the story, this was displayed by asking questions and making comments. I ignored Tobys behaviour and eventually as the story progressed, he imitated his peers behaviours.
Evaluate and Reflect on your selected guidance strategies.
Overall, the implementation of positive reinforcement, setting behavioural expectations and storytelling were effective to an extent, in addition ignoring his behaviour was also useful. Positive reinforcement to children displaying prosocial behaviours was effective in motivating and encouraging children to maintain those displayed behaviours, alongside clearly expressing behavioural expectations. Additionally, storytelling was effective in discussing the topic of toileting skills for some children, however I did not think it was the most effective method for Toby. For future learning experiences, I believe visual cues would be beneficial for Toby, displaying posters or visual symbols that remind children and consistent reinforcement of expectations. Rumfola (2017) states that when children receive positive reinforcement, children display a greater willingness to demonstrate positive behaviours. This was evident throughout the experience as children imitated those children who received praise.
References
Rumfola, L. (2017). Positive reinforcement positively helps students in the classroom [Thesis]. Department of Education of The College of Brockport, State University of New York.
Date: 29.05.2023 Focus Child: Toby
Location: Inside Time Required: 30 minutes
Outline of your selected prosocial guidance strategies & justification Plan to integrate your selected strategies into the planned learning experience.
What is your planned (hypothetical) learning experience? Identifying feelings using playdough.
How will you integrate your chosen strategies into the planned learning experience?
Details of Implementation:
Evaluate and Reflect on your selected guidance strategies.
References
Observations
Date: 17.05.2023 Setting: Wombat group (Monday Tuesday) Time: 11:40am 11:55am
Context of the observation:
All the children were playing outside after lunch for free play. The children were playing in the sandpit, on the soft foam blocks, riding bikes and on the trampoline. The educators were spread out across the outdoor environment.
Observation
Antecedent Event Behaviour Consequent Event Educator Strategies
All the children were engaged in free play, Toby was playing independently amongst the trees/bushes. The educators were sitting at the lunch table talking to each other. When an educator approached Toby to see what he was doing, he immediately put his head down and avoided eye contact. The educator asked him whats wrong and he did not respond. She asked again did you need to go to the toilet and Toby refused to communicate and just stood still. Because Toby did not want to respond to the educator, she checked his pants and raised her voice saying sad Toby, sad. You need to go to the toilet yourself. This impacted Tobys ability to regulate his emotions as he became unresponsive. The strategies used to address Tobys behaviour included conveying clear expectations and expressing displeasure by raising her voice.
Reflective comments on the educators/parents strategies:
The educator used clear expectations; this is a positive guidance strategy that helped Toby to understand what is expected of him. However, raising her voice and expressing negative feelings does not positively guide his behaviour. This can negatively affect Tobys response and feelings. Therefore, what I would do differently is use calm and firm communication that models appropriate and respectful communication and for the future to support developing toileting skills include visual cues.
Date: 22.05.2023 Setting: Wombat group (Monday Tuesday) Time: 11:10am 11:20am
Context of the observation:
During lunch time the children sit at the outdoor tables as a group to eat. All the children and 3 educators are present. All the children must sit at the table and have 10 minutes to eat their lunch and/or snacks.
Observation
Antecedent Event Behaviour Consequent Event Educator Strategies
The educators were standing at the table asking the children to get their lunches out and start eating. All the children listened, including Toby, he grabbed his sandwich and placed it on the table however, he did not want to eat. The educator told Toby he must eat. Toby displayed defiance by putting his head on the table, refusing to respond to educators and not lifting his head up when asked. When an educator said Toby you must eat lunch he refused to lift his head off the table and just sat still. This was a minor behaviour that posed no risk to other children. The more educators asked him to eat, the more defiant he became by not responding and keeping his head on the table, however when left alone he eventually ate himself. The educators told Toby he must eat several times and told him all his friends are eating. The educators used a calm voice and stated what they wanted clearly to Toby. After some time, the educators stopped asking and left Toby alone. Tactical ignoring was utilised at this time, no attention was given to his behaviours and the educators were monitoring his behaviour.
Reflective comments on the educators/parents strategies:
Clear communication worked well as educators effectively communicated their expectations to Toby. This strategy was effective in ensuring that he knew what was expected of him. Additionally, tactical ignoring was somewhat effective because when ignored he ate in his own time, however I dont think a child should be singled out and I would use a non-confrontational approach by using a calm tone of voice to encourage Toby to listen to instructions.
Date: 24.05.2023 Setting: Wombat group (Monday Tuesday) Time: 1:20pm 1:30pm
Context of the observation:
After finishing recess, the children pack away their lunch boxes and drink bottles ready for home time. The children move from the outdoor to indoor environment to pack away.
Observation
Antecedent Event Behaviour Consequent Event Educator Strategies
When the educators notice, a child has finished eating, they will tell the children they need to pack away their lunchboxes and drink bottles away. Many children were walking from the outdoor area to the indoor area to pack away. The educators were not monitoring the children when they were inside.
When Toby was asked to pack away, he ignored the educator asking and went to go play. However, the educator raised her voice at him and guided him inside. When inside Toby hid under the table and begun crying. The educator raised her voice from the door saying, if you continue crying you wont be able to play and all your friends are playing because they packed away. He continued to hide under the table.
This was a minor behaviour that posed no risk to other children. However, because the educator raised her voice it caused Toby to be upset and not responsive.
The educator responded to Tobys challenging behaviour by raising her voice and attempting to motivate him by reminding him that his friends were playing because they had already packed away. The educator expressed displeasure of Tobys displayed behaviours.
Reflective comments on the educators/parents strategies:
Raising ones voice and use negative statements such as if you continue crying you wont be able to play is a limitation and not the most effective approach in guiding positive behaviour for Toby. Using these strategies escalated the situation further by him not responding. To address the displayed challenging behaviours, I would use a non-confrontational approach by speaking to Toby in a calm and gentle way and actively trying to understand his emotions. This therefore can create a more supportive environment and build a positive relationship with Toby.
