Child Development lesson
Challenging Behaviors: Clean-Up Time Scenario
This activity will demonstrate your ability to identify and implement strategies to prevent and/or address children’s challenging behaviors.
It is free time and children are in different centers throughout the classroom. There are 18 children present and 2 teachers. Robert who is 4 years 2 months is in the block area and building with his friend Tyron. Teacher announces that it is time for cleanup. Robert and Tyron keep playing in block area. Teacher speaks directly to them and says,” Boys time to clean up”. Some children in classroom are putting materials away while others continue to play. 3 minutes go by and teacher comes by the block area again and says, “Robert and Tyron, pick up the blocks. I already told you it is clean up time.” She walks away to the dramatic play area to let children know it is clean up. 10 minutes have gone by and the areas are still not cleaned up. Teacher walks over to the lights and switches off the lights. “Is this how we clean up? I have given you 2 warnings that it is clean up time. Put away the toys, now”. Robert and Tyron leave block area and go sit down for group time without putting away the blocks. At the end of the day when Robert’s Mom came to pick him up the teacher remarked, “Robert didn’t follow instructions today. He needs to work on putting away the toys he plays with because today he didn’t put away the blocks. You really need to work with him”
In your answer you will analyze the situation and respond to the prompts.
Analysis of behavior scenario
What are the perspectives of each person involved in the scenario?
oChild (ren) why do you think child is exhibiting this behavior?
oTeacher: expectations and attitude
Other factors to consider and how they may impact behavior?
oDevelopment of child/ren
What will you do?
Teacher goals: What do you want to achieve? short term goals/ long term goals
Pro-active: What proactive steps can teacher take before behavior escalates?
Strategies: What will you try? Why?
Specific positive statements to child (ren): State specifically what you will say to the child/ren. Reflect in your answer how you will support children’s socio-emotional development and acknowledge their feelings. Use quotes.
Support your response to this Behavior Scenario.
What is your rationale for your response? How does your response relate to best teaching practices (DAP)? Research? Guidance/Discipline policies? CLASS-Behavior Management Dimension and behavior markers?
CLASS Behavior Markers
oClear Behavior Expectations, consistency, clarity of rules
oProactive-Anticipates problem behavior or escalation, Low reactivity, Monitors
oRedirection of Misbehavior-Effective reduction of misbehavior, attention to positive, uses subtle cues to redirect
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How to solve
Child Development lesson
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In this scenario, we are presented with a challenging behavior during clean-up time in a preschool classroom. The teacher announces that it is time to clean up, but two children, Robert and Tyron, continue playing in the block area. Despite multiple reminders from the teacher, the children do not clean up their toys. The teacher later informs Robert’s mother about his behavior. In this analysis, we will consider the perspectives of each person involved, discuss factors that may influence behavior, and propose strategies that can be implemented to address this challenging behavior.
Analysis of behavior scenario:
1. Perspectives of each person involved in the scenario:
– Child: Robert may be exhibiting this behavior because he may not fully comprehend the importance of cleaning up or may not be motivated to do so due to a lack of interest.
– Teacher: The teacher may have certain expectations of the children’s behavior, but also a negative attitude towards Robert’s disobedience.
– Others involved: The other children in the classroom may observe and be influenced by Robert and Tyron’s behavior.
– Family: Robert’s family may have expectations regarding his behavior and responsibilities at school.
2. Other factors to consider and how they may impact behavior:
– Physical Environment: The layout and organization of the classroom may affect the children’s ability to clean up efficiently. It is important to have designated areas for toys and clear storage solutions.
– Cultural influences: The children’s cultural background and the cultural expectations around cleanliness and responsibility may influence their behavior.
– Development of child/ren: Children’s cognitive and social-emotional development play a significant role in their ability to follow instructions and understand the importance of tasks like cleaning up.
What will you do?
3. Teacher goals: The teacher’s short-term goal is to ensure that Robert and Tyron actively participate in cleaning up during each clean-up time. The long-term goal is to cultivate a sense of responsibility and independence in all children, including Robert.
4. Pro-active steps: Before the behavior escalates, the teacher can implement proactive steps such as setting clear expectations and rules regarding clean-up time, providing visual cues or timers to indicate the remaining time, and incorporating fun and engaging clean-up activities.
5. Strategies: The teacher could try the following strategies:
– Providing a clear verbal reminder to Robert and Tyron.
– Offering assistance and modeling the behavior by personally helping them tidy up.
– Implementing a reward system to motivate and reinforce desired behavior during clean-up time.
Specific positive statements to children:
The teacher could say, “Robert and Tyron, it’s time to clean up now. Let’s work together to put away the blocks, and then we can move on to our group activity. I know it’s fun to play, but it’s also important to keep our classroom organized. Thank you for your help.”
Support your response to this Behavior Scenario:
The rationale for the proposed response is to promote positive behavior, encourage a sense of responsibility, and create a supportive learning environment. This approach aligns with best teaching practices such as Developmentally Appropriate Practice (DAP), which emphasizes individualized instruction and considers the developmental capabilities of each child. The response also aligns with guidance/discipline policies by focusing on positive reinforcement and redirection rather than punishment. The CLASS-Behavior Management Dimension and behavior markers are considered, including clear behavior expectations, proactive approaches, and effective redirection of misbehavior.
Some questions that may arise from this scenario include:
– How can the physical environment be improved to facilitate efficient clean-up?
– How can cultural influences be incorporated and respected in the classroom rules and expectations?
– What additional strategies can be implemented to reinforce positive behavior during clean-up time?