ECEA 200 Child Guidance

Assignment 3
Online videos and suggested readings provide the information necessary to complete the
assignments. Purchase of the textbook is mandatory. Page numbers listed are from the
main textbook for this course.
 Textbook: The Whole Child: Developmental Education for the Early Years (10th
Edition) Paperback – Mar 27, 2013, by Patricia Weissman (Author), Joanne Hendrick
(Author). ISBN-10: 0132853426 ISBN-13: 978-0132853422
**You can always search the internet to understand the concepts presented at a deeper level.
Please cite any sources that you use to answer any questions. Plagiarism is a serious issue.
Please see the Student Handbook for more information. **
Grade Criteria:
A Student shows an advanced understanding of the readings. Reflection and connection
include theories, concepts, and/or strategies presented in the course materials to date.
80% Viewpoints and interpretations are insightful and well supported. Clear, detailed
or examples are provided, as
above applicable.
B Student shows an understanding of the readings. Reflection and connection
demonstrate a general understanding of the theories, concepts, and/or strategies
70-79% presented in the course materials to date. Viewpoints and interpretations are supported.
Appropriate examples are provided, as applicable.
C Student shows some understanding of the readings. Reflection and connection
(pass) demonstrate a minimal reflection on, and personalization of, the theories, concepts,
60- and/or strategies presented in the course materials to date. Viewpoints and
69% interpretations are unsupported or supported with flawed arguments. Examples, when
applicable, are not provided or are irrelevant to the
assignment.
DNC - Student has not shown understanding of the readings. Reflection and connection
Did not demonstrate a lack of reflection on, or personalization of, the theories, concepts, and/or
complet strategies presented in the course materials to date. Viewpoints and interpretations are
e missing, inappropriate, and/or unsupported. Examples, when applicable, are not
course. provided.

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 Part 1 Think Deeper
1. Describe the learning domains outlined in Figure 6.1 and complete the table
below. (Page 154)

Early Learning Describe the Areas in the What Does This Look Like in a Learning
Domains Domain Environment? Provide 2 Examples
Social and Ability to build healthy 1. Cooperative group play. 2. Kids express their
Emotional connections, control emotions, sentiments and talk in circles.
Development and understand oneself and
others.
Creative Arts Promotes imagination via art, 1. Kid-made painting events. 2. Kid-friendly music
Expression music, dance, and theatre. and dance.
Approaches to Children interact with their 1. Give them open-ended materials to experiment
Learning world with curiosity, tenacity, with. 2. Encourage youngsters to ask questions and
and problem-solving. investigate hands-on.
Language Effective communication 1. Storytelling to boost vocabulary and hearing. 2.
Development requires language RPs with peers.
comprehension and usage.
Literacy Includes reading, writing, and 1. Read and discuss class books. 2. Practice writing
Knowledge and comprehension. names or simple words with youngsters.
Skills
Logic and Uses critical thinking, problem- 1. Kid-friendly critical-thinking puzzles. 2.
Reasoning solving, and reasoning. Reasoning-based matching games for youngsters.
Mathematics Knowledge of numbers, 1. Improve number recognition with playtime
Knowledge and patterns, forms, and arithmetic. object counting. 2. Colour and shape sorting for
Skills pattern recognition.
Scientific Explores nature, developing 1. Tracking plant growth for simple studies. 2.
Knowledge and curiosity and observation skills. Nature treks with kids gathering and investigating.
Skills
Social Studies Knowledge of communities, 1. Classroom mapping to teach geography and
Knowledge and social roles, and customs. spatial relationships. 2. Community volunteers'
Skills social role.
Physical Improves motor abilities, health, 1. Outdoor running/jumping/coordination games.
Development and and well-being. 2. Do yoga or light exercises.
Health
English Language Helps youngsters learn English 1. English communication in small groups. 2.
Development as a second language for Visuals and gestures aid language comprehension
communication and learning. and expression.

2. What is assessment? What needs to be assessed in a learning environment? (Page 164)

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Early childhood educators evaluate a child's growth, learning, behaviour, academic achievement, special
needs, and success. Children's growth may be fully understood by observing, recording, and documenting their
behaviours and ways. Assessment allows instructors tailor instruction to children's abilities, needs, and
interests. Learning evaluations should cover cognitive, social-emotional, linguistic, and physical growth.
Summative assessments involve standardized tests or developmental screenings, whereas formative
assessments use daily observations and checklists. Understanding how children learn and encouraging
progress is assessment.
3. Describe the interconnectedness of assessment, standards, and curriculum. (Page 165)
Curriculum, standards, and assessment are related in early childhood education. Standards outline what
children should know and do at different ages. The curriculum is the sequence of activities, events, and
experiences to help students meet these needs. Assessment checks if students are meeting curriculum
requirements. Feedback helps instructors customize programs for pupils. The feedback loop is that standards-
based curriculum is assessed to determine its effectiveness, and the results inform curriculum or instructional
technique improvements.
4. Maintaining confidentiality builds trust. Fostering relationships with staff, children, and
families is built on trust. When managing sensitive information, there is an ethical and
legal responsibility to protect the privacy of individuals and families. Describe the
importance of confidentiality? (Page 174)
Anonymity in schools builds trust between teachers, students, and families. Protecting sensitive data is moral
and legal. Discussing a child's growth, health, conduct, and family need consent. This security respects and
values children and their families. For kid protection, educators must share information only with those who
need it. Other instructors, administrators, and healthcare staff may help the child. Breaking confidentially may
ruin relationships, trust, and legal standing. Private data management involves policies and procedures.
5. When routines and procedures are carefully taught, modeled, and established in a learning
environment, children know what’s expected of them and how to do certain things on their own.
Having these predictable patterns in place allows educators to spend more time supporting
children in their care in a variety of ways. Analyze the daily schedule in Figure 7.1 (Page
180).
a. What critical guiding principles are incorporated within the schedule? List
5. One example is listed for you.
E.g., Readying the environment by placing a variety of hands-on materials
such as blocks and puzzles, before the children arrive sends the message that
we are going to learn through play. The children will have engaging activities
ready for them to begin as they enter the learning environment.

The daily schedule in Figure 7.1 meets essential requirements for an orderly and helpful learning environment.
By creating a routine, kids feel less apprehensive. Second, active and quiet activities provide youngsters
exercise, rest, and contemplation. Third, instructors may tailor the schedule to children's needs and interests,
making the day relevant to their progress. Fourth, group and individual activities suit different learning styles.
Finally, planning is important because the plan allows time for transitions, which helps youngsters move
without feeling rushed or overwhelmed. Children learn and develop with this wise day schedule.

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 6. Diapering and toileting is an opportunity to engage in nurturing interactions that support all
domains of development; it is so much more than taking care of a child's physical needs. While
diapering and toileting, children can learn self-help strategies, increase their self-efficacy, and
life skills.
Read the article: Toilet Learning at https://www.healthlinkbc.ca/healthlinkbc-files/toilet-learning
Read the article: Tips for Diapering a Newborn Baby at
https://www.healthlinkbc.ca/pregnancy-
parenting/parenting-babies-0-12-months/newborns/tips-diapering-newborn-baby
Read the article: Toilet Learning at
https://www.healthlinkbc.ca/sites/default/files/documents/healthfiles/
hfile92d.pdf
Read the shared booklet: Preventing Illness in Child Care Settings
 List 5 (may be more or less) important changes that you will make after reading this
information when interacting with children during diapering and toileting. What
information that you read
surprised you?
Following the articles and booklet Preventing Illness in Child Care Settings, I would make five important
diapering and toileting changes:
1. Better Hygiene: Disposable gloves and handwashing before and after diapering to prevent infection.
Hygiene is essential for young children due to infections.
2: Encourage Self-Help Skills Teaching kids to take off their pants, wipe, and wash their hands gradually
increases their toileting involvement. This strategy encourages independence, self-esteem, and self-care.
3. Positive Communication: Chat, sing, and discuss the day with kids while diapering and toileting. This
improves relationships and language, making the activity fun rather than necessary.
4. routine and Consistency: Regular toileting reduces anxiety and helps kids understand expectations.
Consistent timing and procedure enhance confidence and bladder/bowel control.
5. Respect Child's Autonomy: Ask permission and assess comfort before changing diapers. This preserves
their bodily autonomy and teaches consent early.
Surprising Data: Teaching diapering and toileting self-help and autonomy was notable. While sanitation is
emphasized, the articles revealed how these periods might assist a youngster develop.
7. In promoting the development of the physical self, describe a variety of activities that can be
planned in the early childhood classroom to encourage physical growth. (Page 220)

Motor skill List two tasks that can be planned to develop the motor skill
Locomotion 1. Create obstacle courses for kids to crawl, jump, and skip to improve
coordination and gross motor skills. 2. Relay races increase kids' mobility.
Balance 1. Balance beams help kids walk steadily. 2. Yoga for Kids: Tree and warrior
poses provide one-foot balance.

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Body and 1. Space Awareness Games: "Simon Says" and other direction-following games
space help kids understand space. 2. Block Building: Stacking and moving blocks
perceptio enhances spatial awareness.
n
Rhythm 1. Clapping Games: "Pat-a-cake" and other rhythmic games teach kids timing. 2.
and Dancing to Music: Kids learn pace and timing by dancing to rhythms.
temporal
awareness
Rebound 1. Ball Games: Throwing and catching balls or balloons improves their air control.
and 2. Supervised mini-trampoline jumping builds strength and coordination.
airborne
activities
Projectile 1. Beanbag Toss: Kids may practice throwing beanbags into targets for precision.
management 2. Bowling: Kids practice missile control by rolling balls to knock pins down.
Manageme 1. Buttoning Practice: Children improve fine motor skills by buttoning clothes. 2.
n t of daily Safety scissors improve hand-eye coordination when cutting paper.
motor
activities
(including
many fine
motor
tasks)
Tension 1. Squeezing and shaping playdough lowers tension and strengthens hands. 2.
releasers Breathing Exercises: Simple breathing exercises help youngsters relax and de-
stress.

6. In strengthening the development of the emotional self, describe the fundamentals of

fostering a basic, healthy emotional attitude. (Page 230 and 239)

Basic Description
Healthy
Attitude
Trust versus Caregivers' reliability and compassion establish trust now. Lack of it promotes
mistrust mistrust. Young children trust individuals and their surroundings in a secure,
predictable environment.
Autonomy Giving youngsters freedom to dress fosters autonomy. Criticizing too much
versus may embarrass and incompete them. Important to support independence while
shame and guiding.
doubt
Initiative versus Children manage their environment throughout this time. Failure shames,
guilt while success motivates. Providing planning and decision-making
opportunities boosts initiative.
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 7. Identify the questions that an educator can ask to ensure a child is emotionally healthy. (Page 232)
The following questions can help educators assess a child's mental health:
• How does the youngster handle disappointment or frustration?
• Does the kid exhibit emotions according to their age?
• How does the kid connect with classmates and adults?
• Can the youngster overcome obstacles?
• Does the youngster exhibit a variety of emotions, or are they generally trapped in one, like grief or anger?
These questions assist instructors assess a child's emotional well-being and suggest areas for support.

8. Describe practical ways to help children achieve healthy emotional development. (Page 239)

What the Teacher Should Do… What This Looks Like in the Learning Environment
Remember that children have different Understanding and accommodating temperaments by
temperaments. offering a flexible and responsive classroom.
Goodness of fit Creating an atmosphere and activities that match each
child's temperament and development.
Reduce frustration for the child whenever Structure activities and give clear directions to avoid
possible. overwhelm and frustration.
Learn to couple language with emotion by Talking to kids about their feelings: "I see you're feeling
identifying and describing the child’s feelings. sad because you can't play with the toy right now."
Teach the children the difference between Helping kids state, "I feel upset when you take my toy,"
verbal attack and self-report. instead of naming others.
Learn to recognize signs of stress and Monitoring children for indicators of distress, such as
emotional upset in children. withdrawal or aggression, and providing assistance and
comfort.
Know what to do for children who are Creating a quiet nook with soft toys and books can help
emotionally upset. kids relax.
Long-term treatment Working with parents and professionals to create and
execute emotional support techniques for children.
Promote every child’s sense of self-esteem. Positive reinforcement and praising victories may help
kids take pleasure in their accomplishments and talents.
Unconditional positive regard Accepting and supporting children regardless of their
behaviour or feelings to build self-esteem.
Honest recognition and praise Honest praise for children's efforts and successes boosts
confidence.
Respect Respecting children's opinions, feelings, and choices,
modelling respectful behaviour.
Helping the child achieve competence. Offering tough yet manageable assignments to help kids
succeed and gain competence.
Allow children to experience mastery by Give kids choices in regular tasks like choosing art
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 making their own choices. supplies to build independence.
Provide opportunities that are challenging Planning challenging puzzles or construction tasks for
but not excessively difficult. kids without overloading them.
Make certain that children with disabilities Adapting activities and giving assistance to help disabled
experience opportunities to build competence youngsters succeed and develop competence.
too.
Offer many opportunities to accomplish Engaging kids in real-world tasks like classroom setup or
meaningful work. pet care.
Part 2 Connect and Reflect
9. The importance of self-esteem cannot be underestimated. It affects your behavior and
thoughts. It changes how you feel about and value yourself. It affects your confidence,
and that can affect your success and thinking in a big way.
a. Describe how you developed a healthy self- esteem.

Healthy self-esteem comes from upbringing, social relationships, and experiences. I gained self-esteem from
positive connections, achievement, and a favorable environment. People encouraged me to try new things from
an early age and praised my efforts, not just my outcomes. This showed me that learning and growth had as
much value as achievement. My self-confidence and ability to solve problems without judgment increased
when I viewed mistakes as learning opportunities.
b. What did teachers, your parents, your family, etc. do and say to develop your healthy
self-esteem?
My parents, teachers, and relatives moulded my self-esteem. I always received unconditional love
and encouragement. My parents always encouraged me to speak up, making me feel heard and
valued. My self-esteem increased when teachers noticed and encouraged my talents. They admired
all students' accomplishments. My family's support and genuine interest in my activities gave me
confidence.
c. What could they have done differently to promote an even healthier self-esteem?
The failure to build self-esteem may have led to an emphasis on resilience. They praised my successes, but
there could have been more emphasis on overcoming challenges. The encouragement to see challenges as
growth opportunities may have enhanced my self-esteem. Growing up with more leadership and responsibility
may have helped me achieve independence and self-confidence.
10. Why is it wise to avoid “going to war” with a child about conforming to a particular
routine? (Page 195)
Power conflicts may impair a child's emotional development and caregiver-child relationship; therefore, avoid
"going to war" about routines. A child may feel pressured, resentful, and defiant when an adult battles them
over basic responsibilities. The child may get agitated and anxious from this confrontational attitude, making it
harder to build a peaceful and cooperative environment.
Forcing rituals on children without considering their feelings or needs may limit their uniqueness and
potential. This may produce impotence or inadequacy, lowering self-esteem and independence. Instead,
caregivers should adapt routines to the child's mood, development, and temperament.
By showing empathy, tolerance, and compromise in everyday situations, adults may foster teamwork and
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respect. Giving kids everyday options, such as ordering their tasks, can empower and engage them. This
method reduces conflict and teaches children decision-making, problem-solving, and self-regulation. Avoiding
power struggles and fostering teamwork helps kids feel comfortable, respected, and confident, which is crucial
for mental health.
11. Nap time can be an especially complex time. Some children need to sleep, other children
have their own schedule and other children do not need to sleep and only need a short rest.
(Page 195)

Nap time is important for infants, toddlers, preschoolers, and some kindergarten children.
Infants sleep “on-demand”, based on their own schedule. For other age groups, the daily
schedule should incorporate a balance of active and quiet play, including a rest period.
During quiet time, children
should be encouraged to rest, but not required to sleep. Children who do not sleep should be
allowed to get up and participate in quiet activities after a period of rest, while still respecting
the quiet time so others can nap.

Read the Nap and Quiet time policy at Windridge Park Preschool and answer the
questions below. https://cdn1.hubspot.net/hubfs/5884588/website-pdfs/Canada/Parent-
Handbook-BC-August-2021.pdf
Our Naptime/ Rest time Policy

Imagine an entire day without your preschooler napping or having downtime. Oh, no! It
sounds about as much fun to you as it is to their daycare teacher. With circle time, outdoor
and gym play, art, music, and more play in our stimulating group centre, we recognize and
understand the need for a young child to nap or rest during the day. The primary reason
behind a naptime policy is to make sure your child doesn’t become irritable in the afternoon,
and that they stay safe before, during and after their nap time. Preschool children usually
need some amount of rest during the day to provide downtime for their bodies to rejuvenate.
On average, preschool children (aged 3 to 5 years) sleep 10- 12 hours at night in addition to
approximately a one-hour nap in the afternoon. Children’s nap
schedules may vary depending on age and individual needs.

While not every child can easily sleep during naptime, we require that non-sleeping kids
are quiet during this restful period. A nap is not forced on any child; your child does not
have to sleep.
Teachers typically will tell the children that they should try to sleep, and if they can’t, they
need to sit or lie quietly. This can include a quiet time activity such as looking at a book or
sitting on their mat drawing or doing a puzzle. Understandably, this policy helps napping
children to fall asleep easier
and provides a calm atmosphere in the room. The naptime environment is calming with
soft music and dim lights, and everyone has their own mat. Parents or Windridge Park
Childcare Centre will provide the bedding (fitted sheet, blanket) that is comfortable for
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 their child. Teachers will wash the bedding and disinfect their mats once a week.

Our naptime routine starts after lunch and our teachers go through a similar routine every day
for the children to understand what is expected of them, so they feel safe and secure. Our
ratio, as stated by Vancouver Coastal Health licensing, is one teacher to 8 children together
at nap time. Nap/rest time is required of all children in childcare who are in attendance for 4
hours or more. Your child may bring a soft toy, pillow, and blanket for naptime. Your child
is provided with an individual resting place. It is important that parents understand that all
children need to rest. No bottles or sippy cups while napping. Our nap/rest time typically will
be from 1:00 to 2:00, depending on the children’s needs. We

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 ideally wish for this time to be one of rejuvenation, relaxation, and care for all our
children’s individual needs.
A.
What do you like about this policy?
Some things are beneficial about Windridge Park Preschool's nap policy. First, not forcing children to sleep
when they're not exhausted respects their needs. This method helps kids get enough sleep, which is important
for their health. The strategy promotes sleep safety for children with soft music, low lighting, and personal
bedding. The rules allow non-sleeping kids to read or draw, ensuring everyone's comfort without disturbing
others. A flexible approach meets children's physical and emotional needs for rest and choice.
B.
What do not like about this policy?
One disadvantage is that all children who stay at the childcare facility for more than four hours must nap,
regardless of their needs. The technique gives kids downtime, but it may not account for those who require less
rest or have different energy levels. Even when not fatigued, requiring youngsters to stay quiet and on their
mats can generate restlessness and tension, especially for active kids. While the policy enables quiet activities,
more options that fit children's interests and developmental stages may be good. Children who have problems
sitting still may benefit from lively or hands-on calm activities. Finally, while the policy requires weekly
bedding washing, more frequent cleaning may improve hygiene and comfort.
12. What steps would you take to encourage physical activity for a child who is blind? A
child with developmental delays? A child who uses a wheelchair?(Page 216)
For Blind Children Blind children may exercise in sensory-rich environments with touch, hearing, and
proprioception. Children can enhance spatial awareness and coordination by feeling and following auditory
cues on guided obstacle courses. Throwing and catching beanbags or textured balls improves touch and motor
skills. Dance or drumming may help kids learn rhythm and timing while exercising. Clear spoken instructions
help kids understand and move safely.
Activities should stimulate physical growth and adapt to the needs and talents of children with developmental
delays. Building with large blocks or playing with balls helps kids develop motor skills at their own pace.
Crawling through tunnels or climbing soft play structures improves gross motor skills. Encouragement and
praise should assist the child in succeeding in these tasks. A regular environment with routines may make kids
feel comfortable and motivated to exercise.
Physical workouts for wheelchair-bound kids should focus on upper body strength, coordination, and
flexibility. Wheelchair basketball and bowling are enjoyable and challenging. Pushing their wheelchair
through an obstacle course or relay races may enhance fitness and coordination. Stretching and banded
resistance training improve muscle tone and flexibility. Inclusive activities and group integration help children
develop physically and emotionally. These activities may boost confidence and success by providing children
with choices and freedom.
Part 3 Theory into Practice

13. When conflict is poorly managed it can have a negative impact on children’s relationships, on their
self-esteem and on their learning. However, teaching children the skills for resolving conflict
can help significantly. By learning to manage conflict effectively, children’s skills for getting
along with others can be improved. Children are much happier, have better friendships and
are better learners at school when they know how to manage conflict well.

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 Chi Yang and Jill, 4-year old’s, are fighting over a doll. Chi Yang yells at Jill, “I hate you!
You are mean and ugly, and I will never play with you again!”
a. What would you do to remedy this situation in a way that is emotionally
healthy for both children?
Resolving Chi Yang and Jill's emotional issue requires a calm and helpful intervention. I would first separate
the kids to let them calm down, respecting their sentiments without taking sides. I may remark, "I see that both
of you are very upset right now." I would then urge kids to use "I" phrases, such as "I felt sad when you took
the doll," to communicate their sentiments without insults. After they communicated their thoughts, I would
help them find a solution, like taking turns with the doll or playing with another toy. This method solves the
problem and teaches kids conflict resolution and emotional expressiveness.
b. What could be done in the future to prevent situations like this from happening?
Regularly teaching and reinforcing social-emotional skills prevents future disagreements. Daily rituals can
foster sharing, collaboration, and empathy. Building a block tower together may help kids learn taking turns
and working together. Role-playing or guided talks can also be helpful in helping youngsters express their
thoughts and settle problems peacefully. A "peace corner" where kids can calm down and reflect on their
feelings, as well as clear expectations about polite communication, can help manage and prevent
confrontations.
c. Using children’s book is a strategy that can be used to promote empathy,
kindness, and compassion. Search on the internet and list 2 books that teach
children about
conflict.
Books for Kindness, Empathy, and Compassion: Here are two children's books that encourage empathy and
conflict resolution:
 By Trudy Ludwig, "The Invisible Boy" emphasizes the power of simple acts of empathy to promote
kindness and inclusiveness.
 In "Enemy Pie" by Derek Munson, understanding and compassion are used to resolve issues and
transform a "enemy" into a friend.
14. Systematic observation of a child's behavior during play makes it possible to obtain
relevant data to describe, explain, and understand fundamental aspects of the child's
development and learning.
Amanda is new to your center. She seems interested in many areas in the center but
rarely speaks. When she does speak, it is difficult to hear her voice. (Page 166)
a. Why does an assessment need to be done?

Evaluate Amanda's behavior to identify her social and communicative needs. Since Amanda is new and looks
hesitant or unwilling to communicate, analyzing her behaviour will help detect underlying difficulties like
nervousness, trouble adjusting to the new surroundings, or a speech or language impairment. Amanda needs
this knowledge to get the assistance she needs to feel secure in the new environment.
b. How should this assessment be completed? How will you gather information?
The assessment method involves observing Amanda's peer interactions, activity involvement, and
communication patterns over a period of time. We should observe naturally occurring play and daily activities
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to capture real behaviors. Anecdotal notes, checklists, and rating systems can also capture behaviours and
competencies. Gathering feedback from other instructors and Amanda's parents can help identify her strengths
and weaknesses.
c. What teacher-produced records will be kept? (Page 171)
Amanda will use anecdotal notes to describe specific instances or patterns of behavior, checklists to track her
social and communication abilities, and daily journals to record her activities. These records will track her
progress and inform her interventions.
d. What child-produced materials will be used to assess Amanda?
Amanda's drawings, art projects, and writing (if relevant) will help assess her fine motor abilities,
inventiveness, and instruction-following. If she expresses her sentiments or tells stories via her art, these
materials might reveal her interests and emotions.
e. What materials completed by the parent will be used to create Amanda’s program?
Amanda's parents' developmental questionnaires and full history forms will give important background
information. This might reveal Amanda's disposition, social history, language development, and parental
worries. We will assess Amanda's behaviour at home and in the centre with parental input.
f. How would you use standards and assessment to benefit Amanda?
I may compare Amanda's progress against age-appropriate benchmarks by linking the evaluation with
developmental standards like the Early Learning Framework. We will use the evaluation to design a tailored
strategy for Amanda, which may include techniques to encourage verbal communication, peer connections,
and progressive group engagement. Regular monitoring and contact with her parents will ensure that the
strategy is helping Amanda develop and feel more confident in the new surroundings.

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