ECED13 FINAL EXAM

10 GC APPROACHES	STUDENT	TEACHER	STRATEGY	ULTIMATE LEARNING FROM STUDENT
1. Adlerian Therapy	Teacher, I don’t have friends. My classmates don’t want me neither. Nobody wants me.	I am you’re friend.  Why don’t you initiate to make friends with them, I’m sure they also want you to be their friends too.	Ask the class to have a role play about meeting new friends. (Acting as If)  Through this, the child will be able to realize that it is not difficult to socialize.	The pupils will be able to understand how to overcome shyness and be confident.
2.  Existential Therapy	Teacher, I am afraid to sing on the stage. I don’t want to be on stage. I’m afraid of the crowd.  I can sing only in our house.	Why are you afraid of the stage? You have a beautiful voice. You have the talent.  Let us practice everyday on stage so that during the presentation, you will be confident enough.	The teacher exposed the child to something he is afraid to that can hinder her talent.  The teacher uses the paradoxical intentions or reverse psychology.  If the student is afraid of something, the teacher may use story telling or role playing about the child is afraid to.	The student will learn that he or she can overcome his fears if he wants to.
3.  Person-Centered Therapy	Teacher, I don’t want to join them in the activity.	Why you don’t want to join.  Come, let’s join them.  I prepared activities that I’m sure you will enjoy.	Some of the children are shy and don’t want to mingle with others.  By giving first small group activities then big group activities, the child will develop confidence and will socialize to others.	The pupils will be able to overcome his shyness by joining in the different activities. And eventually will boost confidence and self esteem.
4. Psychoanalytic  Therapy	Teacher, I was having hard time with this art project.  They got all my ideas.	There are a lot of ideas or concepts you can make.  Look around you and see what I mean.	The child is making an excuse in doing an artwork.  Most of the children will do this(projection) to blame others just to escape from responsibility especially in classroom activities.  I think the teacher must strengthened the self esteem and self confidence of the child.	The child will understand that there are many ways to finish those activities assigned to them.
5.  Gestalt Therapy	Teacher, I am mad at my seatmate.	Why are you mad at him.  How would you feel if he tells that to you.	The teacher can use dialogue or story telling so that the pupils can experience how to be in the shoes of others.  This is what Gestalt called Playing the Projection.	The student will know how does it to be in the other people’s situation.  Through this, they will avoid the things they don’t want others to do with them.
6. Transactional Analysis	Teacher, please help me.  I can’t open my lunchbox.	You can do that.  Look, you and Rey have the same lunchbox.  Observe how he will open his.	The teacher   set his another pupil as example to the child who is telling that he is not able to open the lunchbox.	The pupil will learn how to achieve autonomy and become responsible for their own actions.
7. Behaviorism Therapy	Teacher, Jon kicked the tower of blocks I made.	Jon, pick up those blocks and build it again. I won’t check your own work until you finished assembling those tower.	The teacher uses punishment to change the behavior of the Jon.  By giving consequences for his behavior.	The child will avoid doing negative things to avoid future consequences.
8. Interpersonal Therapy	Teacher, I always cry because my Grandpa died.  He was my favorite friend. Yes, I always feel lonely. I think he will feel sad because when he was alive, he always wants me happy.	Did the situation change you? All of us will die, only in different time.  Do you think your Grandpa will be happy if he will be seeing you always crying? Then, try to be happy though he’s gone.	The teacher asks what caused the child to behave in that way. The teacher helps the child to divert his feelings into a positive one. The teacher may use storytelling for cases like this.	The child will be able to cope with the problems of life by addressing the issue and from that, making an alternative solution for that.
9. Reality Therapy	Teacher, I don’t want Oscar to be included in our group play.  Transfer him to another group or I’ll transfer anyway.  He bullied me before when we used to become neighbor before.  Thanks, they transferred their house. I don’t think so. Yes he did.	I have grouped you already and have chosen the specific roles for you. What do you want to happen? Do you think it will resolve the problem?  I’ve heard that he is asking for forgiveness.  Why don’t you forgive him anyway.  You will be needing each other for this activity.  Give him a chance anyway. You will be staying together in this classroom for ten months. You can be friends now.	The teacher let the child explain his own story and ask for his point of view. The teacher let not the child to think of the past instead faced the reality that he must forgive and that they are classmates.	The child will understand the fact that there will be a time he or she will be in a group and need each others company.

10. Rational/ Emotive Therapy

Teacher, I think I can do this activity for now. I can do this, I believe. Yes, I can do this. Thanks teacher.

Why do you think so? Why don’t you try this first before saying you can’t do that.  Breath and say, I can do this.

The teacher let the child to think rationally by letting him understand that he can do the activity.  She let the child understand to believe that he can do that. Encouragement is the best thing to do.

The child will understand that he is capable of doing things on his own especially if he has confidence to do that.

PERSONAL THEORY OF THERAPY

PERSONAL THERAPY

VHANGZ THERAPY

INTRAPERSONAL APPROACH

VIEW OF HUMAN NATURE:

Intrapersonal theraphy sees man as the most superior among all creations. He has the superb capabilities and characteristics like no other. The innate ability to manage his own life and control his own self ia a gift from the Divine Providence. A God- given priviledge to have the power or control over one's mind and body is possessed by every human. As explained by Howard Gardner, Intrapersonal Intelligence is our cognitive ability to sense our “self”. It allows as to tap into our being -who we are, what feelings we have, and why we are this way. A strong intrapersonal intelligence can lead to self esteem, self enhancement, and strenght of character that can be used to solve problems.

DEVELOPMENT OF MALADAPTIVE BEHAVIOR:

Development of Maladaptive behavior is due to the failure viewing the “self” as the one incontrol of it. (of thinking, of acting and reacting, and of feeling) When man lets external factors like environment take control of him and begins to perceive himself as a passive, instead of being an active individual.

GOALS OF THE THERAPY

Intrapersonal therapy aims to make client learn to have proper management or control to himself. Consequently make him realize and decide what to learn and what not to learn, what to accept, what to reject, what to adapt and when to avoid, what to do and what not to do.These way, he will have only those things that would bring benefits and good effects to his life and would be able avoid those harmful, non beneficial and unnecessary.

FUNCTION OF THE THERAPIST

The therapist's role under this approach is to serve as a kind listener as the client expresses himself. He must make the client feel free and comfortable in telling his or her problems and circumstances being encountered. The therapist will also serve as a guide towards independent problem solving and finally to boost self esteem thus strenghtening the clients personality as a whole.

MAJOR METHODS AND TECHNIQUES

a) Five Finger Formula ( 3F Revised )

Thumb = Self expression. (client) This is the first of the five finger. The therapist will let the cluent to talk and express himself. (the problems being encountered) As the client is talking, therapist is listening kindly attentively.

Pointer= Problem Identification. The therapist will only guide his client to identify what the real problem is, remember that therapist only guides and does not boldly or directly points out the conflict.

Tall Guy= Third step is to let the client think of different solutions toward the conflict. Let him enumerate a number of possible alternatives as he could. The therapist neither accept nor reject statements.

Ringer= Ring the best alternative.

The therapist guides the client in identifying which among the sited solutions fit the conflict the most.

Pinky= Application. The therapist will ask client to try it out and resolve the conflict independently. Therapist gives compliments and boost clients self esteem, while at the same time monitoring the clients activity.

The second method which could be used is “Developing Self Comprehension”. This done by asking clients open ended questions which allow them to explore things that have gone unnoticed. This way they would develop self- insight. This method is done the same way as the developing Self- Understanding used in Adlerian Therapy.

APPLICATION:

Interpersonal approach is very helpful and to the preschool teachers in hadling of Preschool Children. This could be used to guide towards achieving independence in their sge, and also in going against the development of inferiority complex which case cannot be avoided to occur.

Making the children realize that they have their personal strength and power of resolving conflicts on their own ia an empowering way to enhance respect for one self and increasing self esteem. This way these preschool children at their age could reflect that they need not to be always in control of a dominating peer. They would have feeling of sufficient respect for themselves and a deeper sense of trust to their own capabilities, hence enhancing their personal drive and motivation to achieve higher.

PERSONAL PRESCHOOL GUIDANCE PROGRAM

        PRESCHOOL GUIDANCE PROGRAM

       OUTLINE

1. PREFACE
2. MISSION, VISIN, GOALS
3. PROGRAM DEFINITION
4. NATIONAL STANDARDS FOR COUNCELLING PROGRAMS

Mission:

To provide a very accessible learning environment where children will be nurtured and trained to reach their optimum development, and therfore become responsible members of rhe community.

Vision:  

The center shall produce children who are God loving skills oriented and academically excellent individuals.

Goals: 

To provide age appropriate learning experiences that will help children develop and reach their full potential.

STUDY SARANAY CENTER

          Saranay Study Center Guidance program recognizes the peculiar being of the early childhood children. It acknowledges that these children are individually different from one another. They do have needs that vary, and meeting those diverse needs is a necessity. Consequently, it is very important to provide them with a supportive and age appropriate learning environment.

         Our mission is to provide a learning environment where children are nurtured and trained to reach optimum development, and therefore become responsible members of the community.

We are envisioned to produce children who are sufficiently equipped with knowledge, skills oriented and value laiden individual. Our goal then is to provide age appropriate learning experiences, which help children develop and reach their full potential.

         Preschool education serves to be the foundation of child's academic career. Studies shows that aside from the home, a child's preschool experience plays a vital role in his success in later learning. According to Bloom's study on intelligence “the environment, together with hereditaey is a very important factor in determining the educational achievement of children.” It is also streessed that most of a child's intellectual occurs during the first eight of life. Therefore, learning as well as environmental experiences during those years are also most critical. And preschool years indeed provide an excellent opportunity for early childhood professionals and counselors to make a positive impact on the long range development of ECED children.

        This program provides a comprehensive and developmental services to children ranging from the nursery, kindergarten, and preparatory level. The services are parallel to the center's mission, vision, and goals, and share the commitment toward families and community with the professionals.The mission of our program is to foster a learning environment where children families and professionals value one another, become life long seekers of knowledge and give positive contributions to the community.

         The program helps children, families and staff to develop positive experiences. It utilizes a variety of services and activities to meet the varied needs of children. The areas for councelling services are as follows: academic difficulty, interpersonal relationship, self-esteem issues and concerns, negative changes in behavior, matters on physical or seual abuse, as well as matters or issues on health, fear and anxieties.

         The means and ways in which services will be utilized may be through Individual councelling: which aims to assist the child/ children to develop effective coping, problem solving and decision making, as well as to provide necessary linkages for support. Another way is through group counselling; which on the other hand aims to provide opportunity for children to receive peer support and feedback that could help them fell better and more understood. Conferences is another. Thse is whre the center's counselors will meet with the parents of the children in need of the councelling services to discuss academid, emotinal or social and family concerns. Then last is through refferals, where the schools counselors will seve as referral agents in helping children and their families receive the needed or requested within the school system as well as the agencies within the community.

          By utilizing the above enumerated means of counseling and services, Saranay Study Center strives also to meet the National Standards for School Councelling programs, which provide the guidance, direction and framework for schools in developing effective school Counseling Programs and Services.

problem checklist

Problem Checklist

Put Check if the situation is occurred.

He/ She was crying

He/ She injured from his/her classmates

He/ She have damage on his/her head, arms, thigh, etc.

He/ She has bite marks and wounds

He/ She is often easily disturbed y extraneous stimuli

He/ She is often loses things necessary for tasks or activities such as toys, school assignment etc.

He/ She I can’t talk or speak well because he/she feels shame and afraid

He/ She is often spiteful by his/her classmates

He/ She is often loses one’s temper

He/ She was hitting, kicking, or threatening to his/her classmates

He/ She pushed his/her classmates.

He/ She don’t get his/her personal things, and then he/she spanked his/her

He/ She has bullying his/ her classmates

He/ She was biting his/her classmates

He/ she always aggressive

He/ She is always say bad words to his/ her Classmates

He/ She are often angry and resentful to his/her classmates.

He/ She blame other classmates for one’s mistakes or misbehavior.

FOR TEACHERS

He/ She asked each of the children regarding the problem

He/ She were shouting to his/her children.

He/ She ignored the problem situation

He/ She shocked in the situation

He/ She is angry and take the children outside the room

He/ She used force to stop the quarreling or fighting between two children

He/ She used activities to catch up their attention

He/ She hurt his/her children.

He/ She talked to the children about the situation

He/ she didn’t know what happened and what he/she can do

He/ She were crying.

Please answer all items as well as you can, even if some do not seem to apply to the child.
A = Not True (as far as you know) B = somewhat or Sometimes True
C = Very True or Often True

A B C 1. Cries a lot
A B C 2. Cruel to animals
A B C 3. Defiant
A B C 4.. Demands must be met immediately
A B C 5. Destroys his/her own things
A B C 6. Destroys things belonging to his/her family
or other children
A B C 7. Diarrhea or loose bowels (when not sick)
A B C 8. Disobedient
A B C 9. Disturbed by any change in routine
A B C 10. Doesn’t want to sleep alone
A B C 20. Doesn’t answer when people talk to him/her
A B C 21. Doesn’t eat well (describe): ________________
______________________________________
A B C 22. Doesn’t get along with other children
A B C 23. Doesn’t know how to have fun; acts like a
little adult
A B C 24. Doesn’t seem to feel guilty after misbehaving
A B C 25. Doesn’t want to go out of home
A B C 26. Easily frustrated
A B C 27. Easily jealous
A B C 28. Eats or drinks things that are not food—don’t
include sweets (describe): _________________
______________________________________
A B C 29.Fears certain animals, situations, or places
(describe): _____________________________
______________________________________
A B C 30. Feelings are easily hurt
A B C 31 Gets hurt a lot, accident-prone
A B C 32. Gets in many fights
A B C 33. Gets into everything

LANGUAGE DEVELOPMENT
Be sure to answer all items.
I. Was your child born earlier than the usual 9 months after conception?
G No G Yes how many weeks early? ________weeks early.
II. How much did your child weigh at birth? ________ pounds ________ounces; or ________ grams.
III. How many ear infections did your child have before age 24 months?
G 0-2 G 3-5 G 6-8 G 9 or more
IV. Is any language beside English spoken in your home?
G No G Yes—please list the languages: ___________________ ___________________
___________________ ___________________

V. Has anyone in your family been slow in learning to talk?
G No G Yes—please list their relationships to your child; for example, brother, father:
________________________________________________________________________

VI. Are you worried about your child’s language development?
G No G Yes—why? ________________________________________________________
_____________________________________________________________
VII. Does your child spontaneously say words in any language? (not just imitates or understands words)?
G No G Yes—if yes, please complete item VIII and page 4.
VIII. Does your child combine 2 or more words into phrases? For example: “more cookie,” “car bye-bye.”
G No G Yes—please print 5 of your child=s longest and best phrases or sentences.
For each phrase that is not in English, print the name of the language.
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________

Please circle each word that your child says SPONTANEOUSLY (not just imitates or understands).
FOODS
1. apple
2. banana
3. bread
4. butter
5. cake
6. candy
7. cereal
8. Cheese
9. coffee
10. cookie


TOYS
11. ball
12. balloon
13. blocks
14. book
15. crayons
16. doll
17. picture
18. present
19. slide
20. swing


BODY PARTS
21. arm
22. belly button
23. bottom
24. chin
25. ear
26. elbow
27. eye
28. face
29. finger
30. foot

Other words your child says,
including non-English words:
______________________________
______________________________
______________________________
______________________________

If Problems Arise

Sometimes child care programs

that are wonderful take a sudden

turn for the worse. That’s why it

is important to keep a watchful

eye and to continually monitor

your child care situation. If you

believe that your child care

arrangement is not safe, take

immediate action. If the situation

is serious, do not hesitate to find

alternative care right away.

common problems of ECED

common problems of ECED

Social and Emotional Facts
• Kindergarten teachers say that about 20 percent of children entering kindergarten do not yet have the necessary social
and emotional skills to be “ready” for school.

• Social and emotional development is important because it contributes to cognitive development.

• When children are young, the adults around them (parents, other adult caregivers, preschool teachers) are the most
important influences on their social and emotional development.

• Preschool education can support early development with long term social and emotional benefits.
Understanding Social and Emotional Behaviors
Evaluating social and emotional capability in very young children can be difficult. Accuracy of the child’s behavior
often depends upon certain variables including the age of the child, when the behavior occurs, the setting where it
occurs, and which adults are present at the time. Developmental and cultural variability, differences in adult and child
temperament, and changing behavioral expectations are some factors that make social and emotional assessment
particularly challenging. For example, one family may tolerate loud talking and throwing of play toys while another
family may tolerate only quiet voices and no throwing of objects indoors. A two-year-old who throws herself on the
floor at the supermarket and screams because she can’t have a chocolate donut will not be labeled “unusual” while an
eight-year old who does the same would be.

Very young children, for example, have to learn to understand and recognize their own feelings, but then they
increasingly learn to associate verbal labels to those feelings, to learn that others have feelings too, and to begin to
sympathize with others. As children grow older, they learn to manage their emotions to block feelings of anxiety,
sadness, or frustration, and to delay gratification in order to achieve a goal.

Children need a combination of intellectual skills, motivational qualities, and social emotional skills to succeed in school.
They must be able to understand the feelings of others, control their own feelings and behaviors, and get along with
their peers and teachers. Children need to be able to cooperate, follow directions, demonstrate self-control, and “pay
attention.”  One of the most important skills that children develop is self-control - the ability to manage one’s behavior
so as to resist impulses, maintain focus, and undertake tasks even if there are other more tempting options available.
Self-control motivates the ability to take on every task, so that the outcomes are not just how children get along with
one another but also how they can focus and learn in the classroom.
Social-emotional skills include the following:

•        The child is able to understand and talk about his/her own feelings.
•        The child understands the perspective of others and realizes that their feelings may be different from his/her own
feelings.
•        The child is able to establish relationships with adults and maintains an ongoing friendship with at least one other
child.
•        The child is able to enter a group successfully.
•        The child is able to engage in and stay with an activity for a reasonable amount of time with minimal adult
support.
Social and emotional development involves the achievement of a set of skills. Among them is the ability to:

• Identify and understand one’s own feelings.
• Accurately read and comprehend emotional reactions from others.
• Manage strong emotions and their expression in a constructive manner.
• Control one’s own behavior.
• Develop compassion for others.
• Establish and maintain relationships.
Social and Emotional Behaviors in Preschool
Children with social and emotional problems enter kindergarten unable to learn because they cannot pay attention,
remember information on purpose, or act socially in a school environment. The result is growing numbers of children
who are hard to manage in the classroom. These children cannot get along with each other, follow directions, and are
impulsive. They show hostility and aggression in the classroom and on the playground. The problems begin before
kindergarten. In some studies as many as 32 percent of preschoolers in Head Start programs have behavioral problems.

Children lacking social and emotional skills suggest that teachers spend too much time trying to restrain unmanageable
children and less time teaching. Early childhood teachers report that they are extremely concerned about growing
classroom management problems, and that they are unprepared to handle them. Kindergarten teachers report that more
than half of their students come to school unprepared for learning academic subjects. If these problems are not dealt
with, the result can be growing aggression, behavioral problems and, for some, delinquency and crime through the
school years and into adolescence and adulthood.
Sleep Patterns and Problems:

• Early childhood, sleep deeply through the night, more so that in later life

• Need a daytime nap or rest until around 5

1. Normal sleep patterns:

• At age 5 harder to get to sleep

• Transitional object can be helpful to go from dependent infant to

independent toddler

2. Sleep Disturbances

• Ages 2-4 bedtime struggles and wake parents frequently at night worst 2-4

• Often sleep in same bed with parents

• Normally 3-6 nightmares or night terrors

3. Nightmares

• Frightening dreams

• Often due to staying up late and heavy meals close to bedtime

• Over excitement close to bedtime

• Children can usually recall the nightmare

• Occurs in REM sleep

• Can signal stress if excessive

4. Night Terrors

• Not connected to dreams

• Result from waking suddenly from deep sleep

• Wake in unexplained state of panic

• Scream, sit up in bed, breath rapidly, stare ahead blankly

• Often go back to sleep quickly and don’t remember

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CHAPTER 7: PHYSICAL AD COGNITIVE DEVELOPMENT IN EARLY

CHILDHOOD

5. Sleep walking

• Sleeping and walking

• Outgrown usually by age 6

6. sleep talking

• talking while sleeping

• not related to any problem

• doesn’t require corrective action

7. bedwetting/enuresis

• usually potty trained by 3-5 years (day and night)

• repeated urination in clothing or in bed common especially at night

• not considered a problem unless occurs at least 2 times/month after age 5

• runs in families: family history is strongest predictor

• 7% of 5 yr. old boys and 3% of girls

MOTOR SKILLS

Gross Motor Skills:

Jumping, running, which involve the large muscles of the body

Fine Motor Skills:

Buttoning shirts, copying figures which involved the small muscles of the body

Large muscle Coordination:

• More fluid in movement, center of gravity shifts and moved down and

they become more coordinated

• Involves muscles of neck, back, shoulders legs and arms

• Jumping, hopping, catching a ball, throwing

• Non-structured activities are better than structured i.e. instruction v.

competition (not until age 6)

Small Muscle/Eye-Hand Coordination

• Becomes more accurate

• Involves muscles of fingers, toes, wrists and ankles

• More accurate in coloring, can stay in the lines

• Expression moves, express emotions and needs through motor activities

• Curious, like to explore, important to learn through “hands on

involvement”

• Exs. Draw shapes, cut with scissors, draw a person, letters, string beads,

copy shapes

• Can tend to more of their personal needs, competence and independenct

• By 3 should use one had more than the other,

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CHAPTER 7: PHYSICAL AD COGNITIVE DEVELOPMENT IN EARLY

CHILDHOOD

•

Gene for right handedness, inherited from either or both parents = 82% are

right handed

Those who do not inherit the gene still have a 50/50 chance otherwise are

left handed or ambidextrious

Buttoning, dressing, using the toilet, washing hands and by kindergarten

can dress alone

•