Executive Solution Overview
An alternative to traditional testing is an authentic assessment. This Guiding Young Children assignment is designed to allow you to analyze appropriate guidance techniques related to a child’s developmental appropriateness. Below is a list of children’s behaviors. Choose three ( **3**) scenarios be…
Assignment Prompt & Instructions
An alternative to traditional testing is an authentic assessment. This Guiding Young Children assignment is designed to allow you to analyze appropriate guidance techniques related to a child’s developmental appropriateness.
Below is a list of children’s behaviors. Choose three ( **3**) scenarios below and develop a chart including the following columns:
1. _**Situation**_
2. _**Cause or Antecedent**_
3. _**Guidance Technique**_ (A most appropriate preventative technique the teacher can use)
4. _**Solution or Consequence**_ (Most appropriate that promotes positive self-esteem and pro-social behaviors)
5. _**Why**_ _(_ They reason why you selected each technique and solution.
Scenarios: **Choose 3**
– **Mealtime Fight.** At age 18 months, highly active Jake climbs out of his highchair long before his meal is finished. Exasperated, his teacher makes him sit at the table until he has eaten all his food. Soon Jake’s behavior escalates into throwing his food on the floor.
– **Always “NO.”** Whenever asked to do anything, two-year-old Mia loudly says “NO.”
– **Temper Tantrum.** Three-year-old Connor falls on the floor and kicks and hits his fists on the floor while he yells. The teacher and three other children are sitting at a table nearby working on puzzles. Connor continues this behavior and looks up every minute or so to see the teacher’s reaction.
– **“Mommy, don’t go!”** Four-year-old Angela screams “Mommy, don’t go!” when her mother brings her to the center each morning.
– **Puzzle Fight.** Andy is sitting at a table working on a puzzle. David comes and sits in an empty chair at the table and grabs the puzzle and tries to take it away from him. They continue to both pull on the puzzle to gain control as they yell “Mine, mine.”
– **Tattle-tale.** Five-year-old Bianca runs to you as you are helping another child put on his paint apron. Bianca tells you that Millie is using “bad words” in dramatic play.
– **Name-calling.** Timmy comes into the block center and wants to help Jeff build a road with the blocks. Jeff says he doesn’t want him to help. Timmy calls Jeff a “butt-head.”
– **Superhero.** Two-year-olds Sadie and Rylie go into the dramatic play center when they arrive. They put on capes and grab long unit blocks. Running around the room, they shout, “I’m Superman!” “I’m Batman!”
– Jenny, a first-grader, is large for her age. When she enters the after-school program each day, she goes around the room pushing the other children and taking toys away from them. No one wants to play with her because of the way she acts.
– **Non-sleeper.** At naptime, four-year-old Mary Lou won’t go to sleep. She changes position, asks to go to the bathroom, and crawls over to other children. You try rubbing her back, and she still won’t go to sleep.