match the types of causes and guidance approaches to the scenarios

ECED 236 Final Exam

Answer Options for types of Causes:

1. Missing Skills 2. Unmet Needs

a. communication skills a. attention

b. perspective taking b. success

c. entering play c. acceptance

d. emotion regulation d. power

e. conflict resolution e. movement

f. distinguishing truth from fantasy f. security

g. physical coordination g. privacy

3. Inappropriate Adult Expectations

a. the environment is not meeting the child's needs

b. the program is not meeting the child's needs

c. adults are expecting too much from a child this age

4. The main cause is that the child does not understand why the behavior is not appropriate.

5. Mislearning

a. The child has learned inappropriate ways of getting needs met.

b. The child has learned from inappropriate role models.

6. Special Needs

7. Linguistic or cultural differences

8. Environmental trauma

Answer Options for types of Guidance/Discipline approaches:

9. Teach Missing Skills 10. Help with unmet Needs

a. communication skills a. give more attention

b. perspective taking b. help toward success

c. coach entering play c. help make friends

d. emotion regulation d. give choices

e. conflict resolution e. allow movement

11. Model/teach desired behavior

12. Use related consequences

13. Change the environment

14. Make program more appropriate

15. Change adult expectations

16. Pay attention only to desirable behavior

17. Provide intensive support for special needs.

18. Adapt for linguistic or cultural differences

19. Work with trained professionals to support traumatized child.

Select number and letter (if needed) from answer options to provide appropriate responses for questions below:

1. Description of the Situation: The Head Start teacher gave the 5 minute warning that it was almost clean up time. After about 5 minutes, the clean-up helper for the day rang the bell signaling clean up time. The children and teachers started to pick up the room, except Lorrie who was tucked into the corner cubbie. She looked as if she hoped she was invisible.

Adult Response: A teacher walked over to her and explained that it was time to pick up the toys. Lorrie didn't move, but only looked at the teacher. The teacher asked her to pick up four toys and began to pick up a few toys herself. Lorrie came out of the cubbie and the teacher suggested that she pick up the apple and put it in the refrigerator. When that was done, the teacher suggested putting the spoon in the sink, then suggested hanging the purse in the dress-up cubbie on the hook. Lorrie was able to do these clean up tasks and seemed happy to do them.

a. What guidance approach was this teacher using? _____

b. What cause does that approach address? _____

2. Description of the situation: The children were using the slide, the rocking boat and the teeter totter in the large muscle room at Head Start. Three children were in the boat, rocking and pretending to fish. Sarah (age 3) went over to the children and stood by the boat. The children kept on rocking. Sarah started whining and screaming at them but using no words. The other children looked at her but did not stop what they were doing. Sarah kept on whining and screaming.

Adult response: The teacher went to talk to Sarah, and said “I can see that you are upset.” Sarah nodded and said she wanted to play in the boat. The teacher asked if she had used her words and said anything to the children about joining them. Sarah shook her head no. The teacher asked Sarah if there were some words she could use to let the other children know what she wanted.

Child response: Sarah smiled at the teacher and said to the children in the boat, “I want to ride on the boat. “The children stopped the boat and let her on. The four of them proceeded to happily rock and fish.

a. What guidance approach was this teacher using? ______

b. What cause does that approach address? ______

3. Description of Situation: Miles was jumping from one activity to another disturbing other children at Head Start. Then he went over to where two other boys were playing with two toy school buses. He grabbed both buses and started to play with them as the other two boys yelled for them back.

Adult response: The teacher had observed the situation from the beginning and knew what had happened. She went over to the boys and sat down by them, asking the two boys what had happened. Then she asked Miles why he took the toys. Miles replied, “Because I wanted to play with them.”

On a hunch, the teacher asked Miles to clarify what he wanted to play with. It turned out that her hunch was correct: it wasn't the buses he wanted, he wanted to play with the boys.

The teacher asked the first two boys to tell Miles what he should do if he wanted to play with them. They came up with a few different ideas and finally decided he should bring his own bus and start playing with them. Miles was able to follow through with this plan.

a. What guidance approach was this teacher using? ______

b. What cause does that approach address? ______

4. Description of Situation: The children were serving themselves for breakfast at Head Start. Peter took two scoops of cereal instead of the one recommended by the teacher. Then he poured milk over it until cereal was overflowing onto the table. Cereal and milk were all over his placemat and the table. Peter was upset at the spill.

Adult Response: The teacher sitting at the table with the children suggested that Peter get a paper towel to clean up the cereal and milk. Then she helped him move the full bowl so he wouldn't spill more. As they worked together on clean up, she asked Peter “Were you surprised when the cereal went over the top of your bowl?” When Peter agreed that he didn't know that would happen, she explained that the milk makes the cereal float up to the top. The teacher then asked him how he could keep his cereal from spilling next time.

Child Response: “I guess I can't put so much milk in my bowl,” Peter answered. Then he went ahead and ate his cereal. He wanted another helping, but this time he took only one scoop of cereal and watched carefully as he poured his milk. When the cereal got close to the top of the bowl, he stopped pouring milk.

a. What guidance approach was this teacher using? ______

b. What cause does that approach address? ______

5. Description of the Situation: Aiden consistently experiences extreme difficulty paying attention to the planned activities in his kindergarten class; this often results in disruptive behavior.

a. What is one possible cause of this problem ____

b. What guidance approach would address that cause ____

c. What is another possible cause of this problem ______

d. What guidance approach would address that cause? ______

6. Description of the Situation: Max hits and kicks other children on the elementary school playground. He spends much of his recess time in trouble and the other children are afraid of him. His parents are non-responsive when the school tries to discuss the problem.

a. What is a possible cause of this problem _____

b. What guidance approach would address that cause ____

c. What is another possible cause of this problem _____

d. What guidance approach would address that cause ____