NAEYC Code of Ethical Conduct and Statement of Commitment

NAEYC Code of Ethical Conduct and Statement of Commitment

Guiding Young Children Project

Key Assessment  1

(NAEYC Standards 1, 2, 4, 6)

To prepare for completing this project, you will need to observe at least 10 hours in a combination of child care centers and observation of children with their family members in other settings.   You can also interview parents and caregivers about their guidance techniques as part of the 10 hours.   You should also refer to your textbook, the “NAEYC Code of Ethical Conduct and Statement of Commitment” (https://naeyc.org/resources/position-statements/ethical-conduct), and theories of development related to behavior in crafting your responses for the chart.  You will reference the specific “ideal” or “principle” from the Code of Ethical Conduct or the specific developmental theory in the Reference column of the chart.

Below is a list of children’s behaviors that may be exhibited in a childcare setting or in the child’s home.  Read each behavior and complete the columns in the attached Guidance Assessment Chart (graph).  The bolded word(s) should be in the “situation” column.  In the next columns, analyze and determine:

1) the most likely cause of the behavior (standard 1b)

2) the best preventative guidance technique to use with the behavior

(standard 1c, 2c, 4b)

3) the best solution that promotes positive self-concept and prosocial

Behaviors (standard 1c, 2c, 4a)

4) the reason for selecting the prevention or solution based on research,

theorists, coursework, professional standards/guidelines and personal

experience (standard 1c, 4a, 6b, 6d)

Mealtime Fight.   At age 18 months, Nigerian born Jayamma climbed out of his high chair long before his meal was finished.   Exasperated, his teacher made him sit at the table until he had eaten all of his food.   Soon Jayamma’s behavior escalated into a full-blown tantrum.

Temper Tantrum.  Three-year-old Neewa, a non-English speaker, falls on the floor and kicks and hits his fists on the floor while he yells.  The teacher and 3 other children are sitting at a table nearby working on puzzles.  Neewa continues this behavior and looks up every minute or so to see the teacher’s reaction.

Puzzle Fight.   In the Kindergarten classroom, Andy is sitting at a table working on a puzzle.  Madison, a child currently in foster care, comes and sits in an empty chair at the table, grabs the puzzle and tries to take it away from him.   They continue to both pull on the puzzle to gain control as they yell “That’s, mine”

Name calling.   Eight-year-old Tim comes into the block center and wants to help Jeff build a road with the blocks.   Jeff, who has cerebral palsy, says he doesn’t want him to help.  Tim says, “Jeff, you’re a “butt-head”.  “You can’t even talk right”

Frustration.  Whenever six-year-old Raji gets frustrated because he can’t do a math center activity, he puts his head down and just hits the table while saying “I’m so stupid!”.

Transgender Identity.  The second-grade teacher has been informed by the parents that their child, who was born a male, will be trans-gendering into a female as soon as surgery is possible.  They want their child to be treated as a female now – line up with the girls, dress as a female, go to the nurse’s restroom until the surgery is completed as well as be called by her new name, Dominique.  The parents of the other children are voicing concerns and are excluding the child from parties and other home events.  So now the children are bullying Dominique.

Hyper.  Two-year-old Emma never seems to be still.   She won’t stay on her cot at naptime, won’t be still during circle time, rides her chair at lunch time and is constantly moving around the room.  She rarely stays at a task more than a couple of minutes.

Bathroom line.     As your class of four-year-olds stands in line to go to the bathroom, the children begin to push each other.

Dramatic Play Dilemma.    Five-year-old Bobby and four-year-old Mai are playing in the dramatic play center.    Bobby says he will be the daddy.   He tells Mai to lie down in the doll bed and starts to take her clothes off.

Impulse Control.  Seven-year-old Ramon has ADHD but is not on medication while attending a school-age program.  The other children do not want to play with him due to his behavior, so Ramon spends most of his time on the computer.  One day, he got so frustrated with the computer that he slammed the keyboard down and ripped the mouse out from its connection.  The computer is now broken and the other children are ostracizing him even more.

Unknown Trauma.  Five-year-old Yanira, a foster child, has just entered the Kindergarten class a month into the semester, however, she has not been attending school for the first month.  She doesn’t do what you ask her but just screams and runs in circles when an adult comes close to her.  She only says less than 5 words, but no one understands or recognizes any of her words as being English or Spanish words.  Mostly she runs around the room, hides under tables and says “Ria”.  The administrators haven’t been able to provide you with much information about Yanira.   She hits any child who tries to crawl under the table with her.

Biting.  Eight-month-old teething Hudson, while on the floor playing with toys, tried to bite 12-month-old Charlotte to get a fluffy toy she had.  Hudson leaned toward Charlotte to bite her on the cheek.  She screamed.

Microscope.  Six-year-old Rakisha goes to the science center and looks at a new microscope.  She tries to get a slide to go into the slide holder but after several unsuccessful tries, throws the slide against the wall, breaking it and yelling “It won’t work!”

Sibling fights.    The parents of six-month-Sergei asks the teacher for advice because Sergei has broken his five-year-old brother, Aleksander’s glasses several times when he comes near him.

Reflection

Describe how you have used at least 5 of the guidance techniques you chose in either your work, volunteer job, field experiences or as a parent.   Evaluate the effectiveness of each in your experience. If the technique used was not effective, identify how you would change it to be more effective.  (standard 4c, 4d)

After you complete your Guiding Young Children Project, complete the attached grading rubric on your performance and submit it with your completed assessment.

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