Words Each 1 Read Each Of The Following Scenarios

200 Words Each1 Read Each Of The Following Scenarios In

Read each of the following scenarios. In each case you should decide whether this is a behavior you wish to maintain or change. If it’s behavior you want to maintain, you should create a positive personal message in response to why it should be maintained. If it is a behavior you want to change, you should identify whether the reason relates to safety, property, or rights, and then formulate a personal message to address the problem.

Scenario 1: Several children are playing with the wooden trains and tracks. They begin banging the pieces on the floor in order to get them apart.

Decision: Change

Reason: Safety—banging the pieces on the floor could cause damage to the train parts or create a tripping hazard.

Personal Message: "I notice that you're using the wooden trains and tracks excitedly! To keep everyone safe and ensure the toys don't get broken, let's gently lift and separate the pieces instead of banging them on the floor."

Paper For Above instruction

In managing early childhood behavior, it is crucial to recognize which actions should be maintained and which should be changed to promote safety, respect, and development. The scenario involving children banging wooden train pieces illustrates the importance of addressing behaviors that pose safety hazards. While enthusiasm is positive, unsafe actions like banging toys on the floor can lead to broken toys, injuries, or tripping hazards. Therefore, the appropriate response is to encourage a safer way to play—affirming their excitement while guiding them to handle toys gently. Conversely, behaviors that demonstrate creativity, cooperation, or enthusiasm should be acknowledged positively to reinforce good practices. Effective communication with children involves clear, respectful messages that highlight safety or respect for property, fostering a caring and secure environment. Managing such behaviors proactively supports development of safe habits and nurtures positive interactions, setting a foundation for responsible behavior in future settings.

References

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• Gartrell, D. (2011). The Young Child: Development from Birth to Age Eight. Cengage Learning.
• McWayne, C., & Harris, J. (2018). Building Responsive Relationships in Early Childhood Education. Early Childhood Education Journal, 46(3), 243-251.
• National Association for the Education of Young Children (NAEYC). (2020). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.
• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Shonkoff, J. P., & Phillips, D. A. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academies Press.
• Zero to Three. (2010). Developmentally Appropriate Practice in Early Childhood Programs.
• Epstein, A. S. (2014). The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning. National Association for the Education of Young Children.
• National Research Council. (2009). Learning to Read and Write: Developmentally Appropriate Practices for Young Children. The National Academies Press.