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Integrated Field Seminar III



Assignment #1: Behaviour Guidance Analysis

Name: Gabriela Espinoza

Centre: Metro Hall Early Learning and Child Care Centre Age Group: Preschool

Assignment Description
The student will choose an event from placement when they had to interact with a
individual or a group of children and provide guidance for them. The student will
describe the event and their interaction. They will practice reflection and analyze
their actions, the child/children’s responses, what informed their actions. The
student will discuss what they would differently next time.

Child 1 and child 2 were both playing beside each other at the activity table in the room with
three; red, yellow and green toy barns and matching toy animals, when I noticed child 1 tying to
pull the yellow barn from child 2s hand while at the same time yelling; “I want it. I want it”.
Child 2 then began to get upset as child 1 wouldn't stop pulling. I then quickly stepped in, to try
and provide guidance for both children and promote the use of problem solving skills.

During this situation I quickly decided to reflect on what strategies I would use that would both
benefit myself and the child in preventing future challenges, So I decided to kneel down too their
level, make eye contact because I knew that was the best way I would've been able to get their
attention. Then I asked the children to take a moment to calm down and explain what was
happening in the situation. After child 1 explained to me that he wanted to play with the toy that
child 2 was playing with I asked child 1; “Is it a good idea to be yelling and taking toys from our
friends?” which he responded with “no” so I followed up by saying “I need you to talk to child 2
and ask him if you can play with the toy he is using ” so child 1 turned to face child 2 and asked
“can I play with the toy please?”. child 2 then said “okay” and handed child 1 the toy barn. I
Integrated Field Seminar III

decided to guide problem solving by using questions directed to the child because I knew it was
a way for he/she to learn problem solving through communication, developmentally appropriate
language and encouraging them to return to a state of calm when I asked them take a moment
(Practice Guidelines; Positive interactions: Reflecting on strategies)

I believe that this interaction was effective in this situation because it allowed the child to stop
what they were doing, take a moment to regulate their emotions, analyze the situation, ask
themselves if what they were doing was the right decision, take the time to figure out what the
most effective way of problem solving was at that specific moment so the child is able to get the
outcome they were looking for using communication with positive/effective language.

After this interaction with the child occurred I felt like I made the right choice in the
way I decided to intervene because it allowed for a positive outcome and the growth
of the child in the way he/she develops problem solving skills. I believe that in this
situation the child may have felt surprised to find out that using words/
communication as a form of expression was a way that he/she would get the outcome
that was ultimately looked for.

If this event were to occur again I would ask this child “do you remember what we
talked about before?”. I would also ask the child to show me how he can resolve a
problem using communication like he was able to in the past. Something I would do
differently is allow the child to figure out away the problem could be solved without
giving him a specific task. I would ask “how do you think we can solve this problem?”,
allow him to answer and implement his decision/idea to see if it is effective and help
guide him if it isn’t or needs further analysis.

Integrated Field Seminar III

Early Learning for Every Child Today - (n.d.). Retrieved September 26,
2017, from

Practice Guideline. (2017, June). Retrieved September 26, 2017, from

CECE signature: ________________________________ Date: ________________

Integrated Field Seminar III

Assignment #1: Behaviour Guidance Analysis

Marking Criteria

• an understanding of children’s development, individuals, social dynamics of the

group was evident in discussion
• theory (knowledge from course and placement) was used to explain action
• required course materials were applied clearly in the analysis section
• included an appropriate goal in analysis section
• showed use of self-reflection to modify interactions and behaviour guidance,
• recognized the expression of multiple perspectives of children

• used template
• included sources and references
• evidence of proofreading