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Kim Yniguez

Observation, Standards, and Instructional

Strategies Project

The boy in the red shirt watches another child choose a
toy from the bin. He then proceeds to walk over to her and grab
the toy from her hand. He pushes her away, breaks free from her
grasp, and turns to walk away. The girl is very persistent in
getting her toy back. I cannot hear the exact conversation, but I
can make out the words: I need that... The teacher walks over
saying, Whats going on? while immediately restraining the
boys hands. He says I want that toy. He resists the teachers
instruction so she lifts him up to remove him from the area. He
then throws himself on the ground, the teacher picks him up while
he kicks and cries.
Developmental domains recognized: behavioral, social, self-help,
and communication.

AZ Early Learning Standards

Standard: Social Emotional
o Strand 1: Self
Concept 2: Recognizes and Expresses Feelings
The child does not identify the emotions of the girl whom he
is upsetting. He does not model feelings of empathy, nor
does he use his words to express his feelings.
Standard: Social Emotional
o Strand 1: Self
Concept 3: Self-Regulation

The boys decision to grab the toy out of the girls hands
without asking shows he does not follow expectations. He
then models the inability to control his behavior when he
throws himself to the ground. This situation could have been
handled appropriately if he chose to use words to describe
his frustration.
Standard: Social Emotional
o Strand 2: Relationships
Concept 2: Social Interactions
This video reflects the childs failure to hold a positive
relationship with the other child and the adult, as well. The
teacher first attempts to talk through the conflict however,
the boy refuses to cooperate.
Standard: Social Emotional
o Strand 2: Relationships
Concept 3: Respect
The child in the video does not respect the girls right to the
toy that she had possession of. He becomes especially
disrespectful when he physically pushes her away. He also
shows defiance when the teacher removes him from the
Standard: Approaches to Learning
o Strand 5: Reasoning and Problem-Solving
Concept 2: Problem-Solving
Rather than attempting to find an alternative solution, both
children continue to physically fight over the toy. An adult is
forced to step in to manage the issue.

Standard: Language and Literacy

o Strand 1: Language
Concept 2: Expressive Language and
Communication Skills
Although the children in the video cannot be heard, it
appears that they have a difficulty communicating their
needs, wants, ideas, and/or feelings. The boy does not show
that he is using receptive language to acknowledge the
teacher who steps in. This concept is relatable because it
includes eye contact, turn taking, and intonation while
having conversations with adults and peers.

In this circumstance, I would organize the data by writing an
anecdotal note and filing it in the childs portfolio. In my current
workplace, if the misconduct is serious, a behavior report will be
submitted by the reporting teacher. The behavior report includes
when and where the incident happened, a description, witnesses
involved, childs explanation of the behavior, and disciplinary
action taken. I like this method because the report is sent home
with the child, a carbon copy is given to the principle, and the
childs teacher keeps a copy for filing purposes (to be placed in
the students portfolio). I prefer that all notes, reports, and
significant work samples be filed for the teacher to use as a
resource in case questions or concerns arise in the future.

Utilizing the Data

Situations such as this occur often in preschool
environments. It is likely that every class has a child just like the
boy in the red shirt. There are many adaptations that can be
made to avoid encounters such as the one in the video. First, I can
start by using a timer for taking turns. If there is a particular item
that is popular amongst the students, I explain to the class that
everyone will get a turn, and from there I use a timer so they can
visualize when their time is up and it is another childs turn.
Second, flexibility may stray the childs interest in the original
object. For instance, if I see children in a conflict such as the one
in the video, I might direct their attention elsewhere by
introducing them to a different activity. If the class is outdoors,
such as that in the video, I would bring out buckets and
paintbrushes. I would encourage the children to use water to
create pictures and designs on the sidewalk. There are enough
paint brushes for every child, and it is an independent activity
that is enjoyed by most.
If these implementations are not effective and the child has
reached his/her breaking point, I would then focus on calming the
child. This can be difficult if you are unfamiliar with the child
because each child has their own way of bringing themselves
back to an appropriate state of mind. Some children need the
attention of adults. In this case, I would softly discuss the childs
actions and discuss what would choices would be more
appropriate. On the other hand, some children prefer to be left in

a private, comfortable area to soothe themselves. The child may

also has the opportunity to choose from the Cool-Down Box.
This box holds many objects to assist in easing the prominent
feelings a child is experiencing. These objects include: a pinwheel,
bubble wrap, paper for tearing, a mirror, and more. When the
student is ready to discuss their behavior, we can then talk about
what they did wrong, and what would be a better choice to make
next time. In severe re occurring cases it may be a good idea to
get a second opinion on the childs behavior by suggesting a
meeting with a behavior therapist or a school psychologist.