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. Viewpoints and
80% or interpretations are insightful and well supported. Clear, detailed 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 presented in the course
70-79% materials to date. Viewpoints and interpretations are supported. Appropriate examples are
provided, as applicable.
C (pass) 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
60-69% 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 - Student has not shown understanding of the readings. Reflection and connection demonstrate a
Did not lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in
complete the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or
course. unsupported. Examples, when applicable, are not provided.

Part 1 Think Deeper

1. Describe the learning domains outlined in Figure 6.1 and complete the table below.
(Page 154)
Early Describe the What does this look like in a learning environment? Provide 2
Learning areas in the examples
Domains domain.
Social and
emotional
Development

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 Creative Arts
Expression
Approaches
to learning
Language
Development
Literacy
Knowledge
and skills
Logic and
Reasoning
Mathematics,
Knowledge
and skills
Scientific
Knowledge
and skills
Social
Studies
knowledge
and skills
Physical
development
and health
English
Language
Development

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

3. Describe the interconnectedness of assessment, standards, and curriculum. (Page 165)

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)

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.

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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?
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

Balance

Body and
space
perception

Rhythm and
temporal
awareness
Rebound
and airborne
activities
Projectile
management
Management
of daily
motor
activities
(including
many fine
motor tasks)
Tension
releasers

6. In strengthening the development of the emotional self, describe the fundamentals of fostering a
basic, healthy emotional attitude. (Page 230 and 239)

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 Basic Healthy Description
Attitude
Trust versus
mistrust
Autonomy
versus shame
and doubt
Initiative versus
guilt
Industry versus
inferiority

7. Identify the questions that an educator can ask to ensure a child is emotionally healthy. (Page 232)

8. Describe practical ways to help children achieve healthy emotional development. (Page 239)
What the teacher What does this looks like in the learning environment?
should do…
Remember that
children have
different
temperaments.
Goodness of fit
Reduce frustration
for the child
whenever possible.
Learn to couple
language with
emotion by
identifying and
describing the child’s
feelings to them and
by helping them
express these feelings
acceptable to the
relevant people.
Teach the children
the difference
between verbal attack
and self-report.
Learn to recognize
signs of stress and
emotional upset in
children.
Know what to do for
children who are
emotionally upset.
Long term treatment

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 Promote every
child’s sense of self-
esteem.
Unconditional
positive regard
Honest recognition
and praise
Respect
Helping the child
achieve competence.
Allow children to
experience mastery
by making their own
choices and by being
as independent as
possible.
Provide opportunities
that are challenging
but not excessively
difficult to give
children the chance to
test themselves
against difficulties.
Allow many
opportunities for
children to
experience
independence and
competence.
Make certain that
children with
disabilities
experience
opportunities to build
competence too.
Offer many
opportunities to
accomplish
meaningful work.
Help children
connect with nature
to soothe the soul.

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.

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 b. What did teachers, your parents, your family, etc. do and say to develop your healthy
self-esteem?
c. What could they have done differently to promote an even healthier self-esteem?

10. Why is it wise to avoid “going to war” with a child about conforming to a particular routine? (Page
195)

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 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?

B. What do not like about this policy?

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)

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.
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?
b. What could be done in the future to prevent situations like this from happening?
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.
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?
b. How should this assessment be completed? How will you gather information?
c. What teacher-produced records will be kept? (Page 171)
d. What child-produced materials will be used to assess Amanda?
e. What materials completed by the parent will be used to create Amanda’s program?
f. How would you use standards and assessment to benefit Amanda?

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