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ECEA 200 Child Guidance

Assignment 2

Online videos and suggested readings provide the information necessary to complete the assignments.

Purchase of the textbook in this course 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 80% or above	Student shows an advanced understanding of the readings. Reflection and connection include theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable.
B 70-79%	Student shows an understanding of the readings. Reflection and connection demonstrate a general understanding of the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable.
C (pass) 60-69%	Student shows some understanding of the readings. Reflection and connection demonstrate a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment.
DNC -Did not complete course.	Student has not shown understanding of the readings. Reflection and connection demonstrate a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided.

Part 1 Think Deeper

1. Play is important for all people, but play is especially meaningful and important for young children. Play is a young child’s work, and they give a tremendous amount of energy and effort to it. If you doubt this, just watch for a few minutes as a 1-year-old struggles to get a ring on a color cone or stand in the background as a 3-year-old tries to fit a puzzle piece into the proper spot. Describe the importance of play below. (Page 62-66)

Purpose of play	What does this theory look like in practice? List the activity and the benefit for the child. Provide 2 examples for each
Play fosters physical development. · Sensorimotor skills · Fitness and health
Outdoor play connects children to nature and their environment. · Nature feels good and inspires · Children with disabilities
Play fosters intellectual development. · Symbolic thought · Acquisition of Information and Skills · Language development
Play promotes social development. · Pretend play: dramatic and sociodramatic · Games with rules
Play contains rich emotional values. · Expression of feelings · Relieves pressure · Mastery
Play develops the creative aspect of the child’s personality. · Imagination · Divergent thinking
Play is deeply satisfying to children.

2. Describe the developmental stages of play. (Page 67)

Stage of Play	Description
Piaget’s stages of play
Functional play
Constructive play
Dramatic play
Games with rules
Solitary play
Parallel play
Associative play
Cooperative play

3. Describe factors likely to facilitate creative play. (Page 70)

Factors likely to guide creative play	Describe what this theory looks like in the learning environment.
allow children's ideas to develop, and avoid dominating the play
teacher directed play
child initiated play with teacher support
teacher intervention in play

4. Positive interactions with teachers and with peers influence a child’s social and emotional, and academic development. Educators have a responsibility to provide meaningful, positive, and healthy care to children. Describe unhealthy attitudes that some teachers have that negatively impact children. (Page 90)

Unhealthy, negative teacher attitudes towards children	Describe what an educator can do to ensure their attitude, thinking and biases don’t negatively impact a child.
Lower expectations for minority students
Prejudice towards Muslims
Differences in behavior toward boys or girls

5. Can racist and sexist attitudes be changed? How? (Page 92)

6. Educators who engage children in culturally responsive educational experiences help to build a young child’s self-confidence and skills, increase children's awareness, appreciation, and inclusion of diverse beliefs and cultures, and maximize children's academic achievement and educational success.

According to Hendrick and Weiss “The purpose of a multicultural curriculum is to attach positive feelings to multicultural experiences so that each child will feel included and valued and will also feel friendly and respectful toward people from other ethnic and cultural groups. When you get right down to it, all the multiethnic pictures and recipes and books in the world will not make much difference if teachers, in their hearts, cannot appreciate the strong points of each child and family and help the other children appreciate them, too.”

a. Describe the principles of cross-cultural, non-sexist education? (Page 96)

b. How important is it to read children books that cover the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, economic class, sexual orientation, and disability)?

7. Educators need the knowledge and the ability to firstly recognize a child with diverse abilities and then support their growth.

a. What does deviation from typical development mean? (Page 121)

b. Why is the teacher considered a screening agent? (Page 123)

c. What is the role of the teacher in calling the difficulty to the family’s attention? (Page 124)

d. Is it the teacher’s place to diagnose? (Page 125)

e. How important is it to include children with special needs into a learning environment? (Page 126)

8. An IEP (Individual Education Plan) needs to be created for a child who has special needs. This is done by a team of professionals versed in development in which the child’s difficulties lie. (Page 127)

a. Who is on the team?

b. What happens during the conference?

c. What information is contained in the IEP?

d. What is the transdisciplinary approach? (Page 128)

9. Describe the ways ECEA’s welcome a child with special needs and their family into a childcare setting? (Page 129)

10. Preschoolers with special needs are members of our communities, programs, and families and it is our responsibility to provide high-quality, inclusive support and care for these children and their families. While these families often experience additional challenging situations and stressors, they have hopes, dreams, and goals for their children just like other families. You can positively impact families with a preschooler with a disability by empowering them with knowledge, empathizing with their feelings, and collaborating with other support professionals in their lives.

Complete the chart below describing general recommendations for working with children who have special needs. (Page 132)

What to do?	What this theory looks like in the learning environment?
See through the exceptional to the typical in every child
Try to steer a middle course, neither are over expecting
Be realistic
Keep regular records of the Child’s Development
Remain in constant contact with the family

11. Many children require extra support to be successful in a learning environment. This extra support is called “special education.” Children are eligible for special education if learning is impacted by a physical, cognitive, behavioral, or emotional condition.

Describe atypical development that is frequently seen in childhood in the table below. (Page 134)

Atypical Behaviour	Description
Speech and hearing problems
Difficulties of Vision
Attention Deficit Disorder (ADD) Attention Deficit Hyperactivity Disorder (ADHD)
Childhood Asthma
Seizure Disorders
Sickle-Cell Anemia
Admitting Children who are HIV Positive to the School
Other Physical Problems
Identifying and Helping Children who have Emotional Problems
Autism Spectrum, Disorder (Page 144)
Identifying and Helping Children who have Delayed or Advanced Mental Ability
Children who are Intellectually Gifted (Page 147)

Part 2 Connect and Reflect

12. A developmental delay refers to a child who has not gained the developmental skills expected of him or her, compared to others of the same age. Delays may occur in the areas of motor function, speech, and language, cognitive, play, and social skills.

a. How would you include a child with developmental delays in a program? (Page 147)

b. How committed are you to including this child in an education setting? How important is inclusion?

Part 3 Theory into Practice

13. Pretend that you are ready to open your own learning Centre. List and describe in detail 5 activities that you would incorporate in your Centre. Describe 2 variations for each activity to further engage, motivate and develop mastery for each child. (Page 78)

Activity	Description	Suggest 2 Variations

14. How would you help to integrate a child with disabilities, such as blindness or developmental delays, into the children’s play? Give specific examples of what you might say and do. (Page 129)

15. During outside play time, Maria is moving from one activity to another. It seems every few minutes she is moving from one activity to another. She started off grabbing a ball for a few minutes and then dropped it. She then ran to the sand box and moved a toy truck for a minute. She saw Fernando playing on a tricycle and then ran to get the other tricycle. (Page 72-77)

a. How can you, the ECEA, intervene and extend her play so that she is more engaged and benefitting from the outdoor experience?

b. What would you say?

c. What would you do?

Edit: June 13, 2023

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ASSIGNMENT 2

HARJASDEEP SINGH

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ECEA 200 Child Guidance

Assignment 2

Online videos and suggested readings provide the information necessary to complete the assignments.

Purchase of the textbook in this course is mandatory.

· Booklet: Guiding Children’s Behavior Nov 4, 2003, gov.bc.ca https://www2.gov.bc.ca/assets/gov/health/about-bc-s-health-care-system/child-day-care/guiding_childrens_behaviour_april_2017.pdf

· BC Licensing Regulation March 2022 https://www.bclaws.gov.bc.ca/civix/document/id/complete/statreg/332_2007

Grade	Criteria:
A 80% or above	The student shows an advanced understanding of the readings. Reflection and connection include theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well-supported. Clear, detailed examples are provided, as applicable.
B 70-79%	Student shows an understanding of the readings. Reflection and connection demonstrate a general understanding of the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable.
C (pass) 60-69%	Student shows some understanding of the readings. Reflection and connection demonstrate a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment.
DNC -Did not complete course.	Student has not shown understanding of the readings. Reflection and connection demonstrate a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided.

Part 1 Think Deeper

1. Play is important for all people, but play is especially meaningful and important for young children. Play is a young child’s work, and they give a tremendous amount of energy and effort to it. If you doubt this, just watch for a few minutes as a 1-year-old struggles to get a ring on a colour cone or stand in the background as a 3-year-old tries to fit a puzzle piece into the proper spot. Describe the importance of play below. (Pages 62-66)

Purpose of the play

What does this theory look like in practice?

List the activity and the benefit for the child. Provide 2 examples for each

Play fosters physical development

· Sensorimotor Skills

· Fitness and Health

The theory that play encourages physical development, the main of play is enhanced eye-hand coordination and sensorimotor skills. for example, running and jumping

Outdoor play connects children to nature and their environment

· Nature Feels good and Inspires

· Children with Disabilities

The theory of Froebel's outdoor play theory is the best-fitted theory for this. The main activity of outdoor play is cricket and football

Play fosters intellectual development

· Symbolic thought

· Acquisition of Information and Skills

· Language development

Piaget's Cognitive Development Theory is related to this purpose of play. there are different games available which used help to improve language development within children.

Play promotes social development

· Pretend play: dramatic and sociodramatic

· Games with rules

The classic theory of cognitive development Is related to this purpose of play.

The play contains rich emotional values

· Expression of feelings

· Relieves pressure

· Mastery

Sroufe's (1979) theory of emotional development is related to this purpose of play. with the help of different plays the children can easily develop their emotions and identify the differences between different emotions.

Play develops the creative aspect of the child’s personality

· Imagination

· Divergent thinking

The child’s powers of imagination are related to this purpose of play .

Play is deeply satisfying to children

the experiential learning theory is related to the purpose of play.

2. Describe the developmental stages of play. (Page 67)

Stage of Play	Description
Piaget’s stages of play	Piaget developed the first classification system for identifying play's stages in 1962. Based on how children use play materials, this theory divides play into stages.
Functional play	At the functional level, play begins. A baby playing with his toes or a 2-year-old squeezing dough through her fists are both examples of simple, repetitive, exploratory activities at this stage.
Constructive play	The second stage is constructive play—doing something with a purpose or goal, like filling a bucket with water. Children between the ages of two and four are most likely to engage in constructive play. In this type of play, children learn to use simple or manageable play materials for a specific purpose.
Dramatic play	Dramatic play is the third stage, and it usually starts around the age of 4. During this stage, children participate in imaginative and pretend play by assuming various roles and imagining various scenarios.
Games with rules	The fourth stage, which typically appears around the age of 6 or 7, is games with rules. During this stage, children participate in organized activities, board games, sports, and other structured play activities with clear guidelines.
Solitary play	Solitary play is a stage in a child's development during which they engage in their own activities and play by themselves.
Parallel play	Parallel play is when two or more children play together but do not actively interact or play together.
Associative play	Associative play is when kids play with each other and interact with each other without a set objective or structured structure.
Cooperative play	The final stage is cooperative play, in which children actively collaborate and work together toward a common objective.

3. Describe factors likely to facilitate creative play. (Page 70)

Factors Likely to guide creative play	Describe what this theory looks like in the learning environment.
allow children's ideas to develop, and avoid dominating the play	Trusting that children can play productively without excessive intervention or manipulation, teachers should encourage children to express themselves in their own way.
teacher-directed play	It might be hard for some teachers to let go of control and let kids come up with their own ideas. Play's ability to be spontaneous and creative can be hindered if it is overmanipulated for the purpose of teaching.
child initiated play with teacher support	Without directing the play, teachers should respond to the interests of their students and offer assistance and resources.
teacher intervention in play	They broaden the play insight and advance by effectively captivating with the kids' thoughts and requirements.

4. Positive interactions with teachers and with peers influence a child’s social and emotional, and academic development. ECEAs have a responsibility to provide meaningful, positive, and healthy care to children. Describe unhealthy attitudes that some teachers have that negatively impact children. (Page 90) 200

Unhealthy, negative teacher attitudes towards children	Describe what an educator can do to ensure their attitude, thinking and biases don’t negatively impact a child.
Lower expectations for minority students	Teachers should spread awareness regarding the importance of respect among minatory student's
Prejudice towards Muslims	Need to spread awareness and the importance of different cultures
Differences in behaviour toward boys or girls	The teachers can build Cognitive skill building so that the students will not differ between boys and girls

5. Can racist and sexist attitudes be changed? How? (Page 92) 200

With the help of education the behaviour of racism and sexism can be easily changed. However, they need the proper guidance so that they can improve themselves. In this society, there are different of people who belong to this category and with proper education they are able to improve themselves.

6. ECEAs who engage children in culturally responsive educational experiences help to build a young child’s self-confidence and skills, increase children's awareness, appreciation, and inclusion of diverse beliefs and cultures, and maximize children's academic achievement and educational success.

According to Hendrick and Weiss, “The purpose of a multicultural curriculum is to attach positive feelings to multicultural experiences so that each child will feel included and valued and will also feel friendly and respectful toward people from other ethnic and cultural groups. When you get right down to it, all the multiethnic pictures and recipes and books in the world will not make much difference if teachers, in their hearts, cannot appreciate the strong points of each child and family and help the other children appreciate them, too.”

a. Describe the principles of cross-cultural, non-sexist education? (Page 96)

b. How important is it to read children's books that cover the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, economic class, sexual orientation, and disability)?

Diverse, non-chauvinist instruction is directed by a few standards, as depicted on page 96 of Hendrick and Weiss' work. Among these principles are:

· Inclusivity: Taking into account and valuing the various cultural experiences, identities, and backgrounds of each student, as well as ensuring that they all have equal opportunities and participation in the educational setting.

· Equity and respect: striving for fair treatment and access to resources and opportunities for all people, regardless of their cultural or gender identity.

· Cultural sensitivity: challenging stereotypes and biases while fostering an appreciation of diverse cultures, beliefs, and perspectives.

· Thinking critically: fostering an informed and empathetic perspective by encouraging students to critically consider societal norms, power dynamics, and cultural and gender-related social injustices.

It is crucial to read children's books about attitudes toward diversity, power dynamics, and various social identities. Children can learn about different points of view, develop empathy, and question stereotypes through these books. They can encourage marginalized groups to feel like they belong and accept themselves, as well as children from different backgrounds to understand and respect one another. Children learn about the lives of people from a variety of racial, ethnic, gender, economic, and other identity groups by reading these books. They acquire a more nuanced comprehension of society, acquire an appreciation for diversity, and learn to recognize the effects of power dynamics.

7. ECEAs need the knowledge and the ability to first recognize a child with diverse abilities and then support their growth.

a. What does deviation from typical development mean? (Page 121)

b. Why is the teacher considered a screening agent? (Page 123)

c. What is the role of the teacher in calling the difficulty to the family’s attention? (Page 124)

d. Is it the teacher’s place to diagnose? (Page 125)

e. How important is it to include children with special needs into a learning environment? (Page 126) 200

1. Deviation from run-of-the-mill improvement alludes to varieties or contrasts in a youngster's development and progress that fall outside the normal or normal examples of advancement. It indicates that a child may not be meeting certain developmental milestones or exhibiting typical skills and abilities for their age group, highlighting the requirement for additional assistance or intervention.

2. As they regularly have the opportunity to observe children's behaviours, interactions, and academic progress, teachers are regarded as screening agents.

3. Concerns about a child's development or behaviour should be brought to the family's attention by the teacher when the problem arises. The teacher can collaborate with the family to investigate the available resources, interventions, or referrals that may benefit the child's growth and development by sharing observations and discussing potential difficulties or delays.

4. A child's diagnosis is not the responsibility of a teacher. According to Hendrick & Weiss, page 125, qualified professionals, such as doctors, psychologists, or specialists, are responsible for diagnosing a patient. They are able to carry out comprehensive assessments, and evaluations, and provide an official diagnosis based on their expertise and training.

5. In order to foster inclusivity and advance the overall development and well-being of all children, it is essential to include children with special needs in a learning environment. Children with special needs have the chance to learn alongside their peers, acquire social skills, cultivate empathy and comprehension, and gain access to individualized assistance and accommodations in inclusive settings.

a. Who is on the team?

b. What happens during the conference?

c. What information is contained in the IEP?

d. What is the transdisciplinary approach? (Page 128) 200

1. The child's parents, teachers, a special education teacher, a school psychologist, an administrator, and other educational professionals like speech and language therapists, occupational therapists, and physical therapists typically make up the team.

2. The IEP group meets to talk about the youngster's singular assets and shortcomings, the kid's instructive requirements, and any facilities and alterations that can be made to help the kid's learning. In addition, the team agrees on the child's appropriate special services, programs, and placement and develops specific goals and objectives for the child.

3. The following types of data are typically included in an IEP: the child's current performance levels, annual goals and short-term objectives, special education services and programs, related services, classroom modifications, program modifications, transitions and supports, and a statement of the child's progress toward the goals and objectives.

4. An approach to special education known as the transdisciplinary approach entails all team members working together to develop an individualized educational program for the child. The child's needs and strengths in all areas of development are taken into account in this holistic and comprehensive approach to developing the IEP.

9. Describe the ways ECEAs welcome a child with special needs and their family into a childcare setting. (Page 129)

ECEAs welcome kids with unique necessities and their families into a childcare setting by establishing a strong and comprehensive climate. They team up with families to assemble data about the youngster's assets, necessities, and inclinations. ECEAs adapt materials and the physical environment to meet the needs of each child. In order to guarantee ongoing collaboration and feedback, they establish open lines of communication with the family. ECEAs collaborate closely with other staff members to implement individualized strategies and provide consistent support. They promote acceptance, empathy, and comprehension by cultivating positive relationships with the child, their family, and other children. ECEAs strive to make a welcoming and welcoming environment where children with special needs can thrive and actively participate in all aspects of the childcare setting through these efforts.

Complete the chart below describing general recommendations for working with children who have special needs. (Page 132) –

What to do?

What this theory looks like in the learning environment?

See through the exceptional to the typical in every child

Discerning the common from the extraordinary in each child.

Try to steer a middle course, neither are over expecting

Trying to stay in the middle, not over- or underestimating a child's capabilities.

Be realistic

Being realistic when setting expectations that are developmentally appropriate.

Keep regular records of the Child’s Development

Keeping regular records of the child's growth so you can see how far you've come.

Remain in constant contact with the family

Maintaining constant communication with the family to guarantee collaboration and communication regarding the child's development and well-being.

Describe atypical development that is frequently seen in childhood in the table below. (Page 134)

Atypical Behaviour

Description

Speech and hearing problems

Difficulties with auditory processing and communication.

Difficulties of Vision

Impairments in the eye's ability to see clearly and perceive color.

Attention Deficit Disorder (ADD) Attention Deficit Hyperactivity Disorder (ADHD)

Issues with hyperactivity, impulse control, and attention regulation.

Childhood Asthma

Breathing and physical activity are affected by this chronic respiratory condition.

Seizure Disorders

seizures are caused by abnormal electrical activity in the brain.

Sickle-Cell Anemia

A genetic blood disorder that leads to anemia and episodes of pain.

Admitting Children who are HIV Positive to the School

Addressing the educational requirements of HIV/AIDS children while safeguarding their privacy and safety.

Activity	Description	Suggest 2 Variations
Coding class	Children will learn programming languages and coding through this activity.	· engage and motivate children · to create a project-based learning experience
Science experiments	In order to teach children about various scientific concepts like gravity, electricity, and chemistry, this activity will involve carrying out science experiments.	To allow them to design and carry out their own experiments, which will make the experiments more interactive.
Creative writing	Children will learn how to write creatively, including poetry, fiction, and nonfiction, through this activity.	Encourage children to collaborate and write stories together to further engage and inspire them.
Music lessons	Children will learn to play the guitar, piano, and drums, among other musical instruments, through this activity.	Concentrate on a single instrument to develop mastery and provide children with more advanced lessons as they progress.
Language classes	Children will learn a new language through this activity, such as Mandarin, Spanish, or French.	Create opportunities for children to practice speaking the language in real-world settings to develop mastery.

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