Assignment task:
Brenda's 3 year-old were ready to go outside. Several days of heavy rain had kept them indoors the child care center, so today's clear sky and bright sun were a welcome invitation to break away from usual morning routines and release some pent -up energy.
Brenda and her assistant teacher, Theresa, decided that the playground was out of the question because there were still big puddles in the sandbox and under the swings. "A nature walk," Theresa suggested, "would be perfect. There are lots of pretty fall leaves, and we could walk to the park to collect acorns and leaves for our science center."
The children excitedly prepare for their walk. Each child chose a buddy to hold hands with, and the pairs of young children danced and wriggled with anticipation as Brenda and Theresa helped them get into a straight line on the sidewalk.
"Remember," said Brenda, "We need to hands with our partners and walk very carefully on the sidewalk until we get to the park." Before they had gone even a few feet, however, William, who had just turned three, saw a bright yellow lead and dropped his partners hand, bent down to pick it up. Louisa, the older 3-year old directly behind William, Immediately tumbled on top of him.
Brenda helped William and Louisa up, and then, kneeling at eye level to William and gentle taking his hand, said politely but firmly, "Excuse me, William you must wait until we get to the park before looking for leaves. Remember be safe! Hold hands with your partner." She then gave William a little pat on the shoulder and a smile as she announced. "Okay, is this train ready to go again?" Let's chug, chug, chug chug down the railroad track! Woooo, woooo! Ding, Ding, Ding!"
Within minutes, William was again distracted and stooped to pick up an irresistibly bright red leaf, and poor little Louisa was sprawled on top of ghim just like before. This time, hand and said in a confident voice, "Excuse me,William! When you do that I fall down!)
1. Why do you think Louisa was able to use words to express her frustration rather than biting or hitting?
2. How should Brenda respond to the interaction between William and Louisa? Should she attempt to reinforce correct Williams behavior? Should she attempt to reinforce Louisa for remember to use words?
3. What should Brenda and Theresa do if William continues to disrupt the nature walk? Can you think of anything preventive that could stop the problem and avoid difficulty on future walks?
4. Are these children learning prosocial behaviors? If so, how?
5. Did Brenda and Theresa seem playful, consistent, assertive and sensitive to the children basic needs? Did it appear that developmentally appropriate activities and routines were being carried out?