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Scenario 1:

One of the environmental factors that negatively impacted the day was the staffing shortage. The staff are overworked and exhausted from having to cope with many children without proper breaks or assistance. 

Another factor is Charlie’s lack of sleep which tends to put him in a difficult place both mentally and physically. It also makes his behavior quite unpredictable.

Lastly, Charlie’s home life is difficult to cope with and has a significant impact on his mental health and well being. With his mom working a lot and not having proper structure, it is leading him to lash out in different ways. It is the main cause of his sleep regimen being disrupted as well.

The positive factors are the use the visual timers which allow the children to understanding timing as they do not know otherwise how to decipher between 5 or 10 minutes. It helps Charlie and the other children have a much smoother transition. 

Another positive factor is how well the coworkers lead the day together by supporting one another during difficult times.

Having clear and honest communication with Charlie’s mom is definitely a positive as it allows both parties to get to the bottom of the problems at hand. It also allows them to come up with effective solutions to make improvements going forward. 

Lastly, it is always a great idea to think back to reflect on all of the things that worked well throughout the day, so they can be implemented more going forward. It is also beneficial to understand what didn’t work, so it can be prevented in the future.

Scenario 2:

Staffing shortage and the turnover is negatively impacting the environment. It is creating a lot of stress and uncertainty. It takes a while for the new staff to get adjusted to the routine and it is discouraging having to deal with a revolving door of staff. It negatively impacts the children too as they are dependent on the educators’ in every way. 

Jesse’s sleep deprivation and his feelings of being overwhelmed are also negatively impacting the environment. It is impacting his interactions with both the children and the staff. When he reflects on his days, he is always finding himself reacting rather than problem solving and supporting his coworkers. 

The children are also not as engaged with the environment since there is a lack of structure, consistency and choices that are being made available to them. There is a child who has a biting habit and that is creating stress as they are unable to decipher where it is stemming from. The staff are trying to relate it to past scenarios but are coming up short with solutions to keep it under control.

The positive environmental factors include positive and thorough discussions with his coworkers which allows them to work together harmoniously. Another positive factor is the discussion with the parents of a child who have enough trust in Jesse to open up and talk through the progress they are seeing at home. 

Lastly, when the teachers take note that the children want to learn more about space and decide to act on it, so they can better engage the children. In addition to this topic, they want to dive deeper into understanding their feelings and being able to talk about their emotions to better teach coping mechanisms and self regulation.

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Scenario 1:

I believe patience goes a long way and we can’t expect children to follow orders in a quick manner all of the time. For example, during clean up time, I always lower my expectations and understand that some children may take longer to fall in line and follow the guidelines. It is also good to remind myself that transitions are not always going to be smooth and there will be children who will struggle in this regard. Expecting all of them to quickly move from one activity to the next is not realistic.

Scenario 2:

Even though structure and routine is very important, sometimes it is imperative to think outside the box and understand that the current system may not be working. We have these ideas in our head and want to carry them out but are disappointed when the children do not receive them the way we had hoped; however, it is necessary to understand that there are alternate routes that we can take to get the same results. If I see children are not engaged with a particular lesson plan, I try to make adjustments in the delivery or the plan itself. It is important to be flexible and to read the room with care.

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Scenario 1:

The teacher had a great deal of sympathy for Charlie’s mom and instead of blaming her for his disrupted routine, tried understanding the situation and offering proper advice given the circumstances. This creates a space of respect and trust between the teachers and parents. 

Being calm and dealing with the problem on hand. The teacher spoke in a clear tone and didn’t raise their voice when the children were not listening. This makes the children feel safe and allows them to self regulate their emotions.

Scenario 2:

Jesse’s sleep deprivation and feelings of being overwhelmed were causing him a great amount of stress; however, he took the time to carry out his breathing exercises and self regulated to mange his emotions. This lead him to deal with his emptions properly and keeping a calm demeanor which ultimately helped him better support his staff and create a peaceful environment for the children.

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Scenario 1:

When talking about children who are hyperactive and are typically more loud and rumbustious, we assume they are boys. In this situation, we assume Charlie is a boy. 

When talking about the child who follow instructions and can express themselves clearly, we assume that they could be girls. Especially in this story given Kai’s attributes. 

By making gender assumptions, we can sometimes be more strict or even more lenient in certain situations because we automatically assume that the traits are “normal” given their sex. Instead we have to be understanding children individually and trying to cater to their personal needs instead of boxing them into categories based on our preconceived notions. 

Scenario 2:

Fern’s biting habit could be related to a boy as its more physical and aggressive. Reagan’s distress over his stamping card could be related more to a girl as it involves crying and being more sensitive. By making this assumptions, it is clouding our judgement about what the real contributing factors are towards these issues on hand. It is biased and keeps us further away from discovering the root of the problems that we are witnessing. We must self reflect and deal with every child individually instead of grouping and labeling them based on gender bias.

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Scenario 1:

If a similar situation took place, I would talk to my superior and express how the shortage of staff is effecting the work place. I would also remind myself not to assume the worst when dealing with children who may display unpredictable behaviour. 

Scenario 2:

I am a big fan of staff meetings and discussing ways to improve situations that are causing a stressful environment. By actively listening to other coworkers and being open to new ideas and approaches, we can work together in tackling everything as a group. In addition to this, we keep a log  book at our centre that everyone can refer to which outlines all of the notes we take on the children. That way we can all be on the same page and know everything that is happening – even on our days off. 

I believe keeping calm and self regulating our emotions creates a peaceful space for everyone to thrive in. This applies to the children and the staff who work at the centre.

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Scenario 1:

The relationship with children worked well in the sense that the teachers were able to keep everyone calm and safe alongside addressing their needs which allowed them to feel seen and heard. Things that could be improved was shying away from thoughts of removing children from the centre just because they are displaying troubled behaviour.

The relationship with families was handled very well and it allowed the teacher to understand why the child was struggling. It also allowed the mom to get on the same page and try to make certain improvements which will benefit everyone in the long run.

The relationship between the staff was also carried out well and allowed them to be there for another when needed the most. Knowing that someone is there to support you and be a lending hand creates a peaceful environment for everyone to thrive in. 

Scenario 2:

Jesse having empathy for Reagan and addressing their needs in a prompt manner showed that he understands the children’s emotions and is in tune with what they need individually.

An area of improvement was him being overwhelmed and not foreshadowing situations which could have been prevented. If he wasn’t sleep deprived and late for work, he could have showed up on time and prepared the room properly and have prevented incidents such as Raegan crying from happening. 

Jesse having a positive relationship with the families shows that they trust him and when they ask to speak to him directly, it illustrates that they value his opinion and feedback. This is great as it allows everyone to be on the same page. An area of improvement includes the families developing the same level of comfort and trust with the remainder of the staff. This will be better for everyone involved as it will make the other staff feel seen but it will evenly distribute the workload. 

Relationship with the staff is strengthened by reflecting as a group and discussing the children’s struggles openly. It will help everyone navigate the situations in a successful manner and create a more peaceful environment. An area of improvement would be to involve the new staff more diligently both in parent interactions and the lessons that are being taught to the children. When all of the coworkers are being treated equally, it gives them the power to do more for the children.

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Scenario 1:

When Charlie didn’t want the teacher to take off his shoes, it seemed as though he was trying to communicate a sensory overload and overall loss of control of his surroundings. Charlie was feeling stressed out and over stimulated causing him to act out which could have been from lack of sleep, absence of routine etc. 

Scenario 2:

A missed opportunity was figuring out Fern’s biting habit and trying resolutions that may have worked with other children but coming up short. Fern could be acting out due to unmet emotional needs, not enough stimulation or experiencing difficulties in transitions.

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Scenario 1:

When teachers work together by addressing a problem with a child in a calm manner, it helps smooth over the situation. Also when one teacher steps in to monitor the rest of the children while the other talks to a child who is having problems, it results in a harmonious environment where efficiency is utilized.  

Scenario 2:

Jessie did this by suggesting for everyone to take notes on the children and also by pitching the idea of Terry leading the SEL lesson with Balire. This is a great way to get a new staff involved and learning how things are done at the centre. By incorporating these two ideas, the centre will run smoothy and things will be handled more efficiently. 

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Scenario 1:

Jessie having a calm demeanor and showing up the way that he did demonstrates his professionalism. By brainstorming various useful strategies, reflecting and self evaluating throughout the day, we are able to improve on our weaknesses and understand why children behave the way that they do. By involving the parents and problem solving with them, they are able to get to the root of the problem. 

I had a mentor in my last work place and they taught me the importance of keeping a positive energy around children. She emphasized how they always picked up how we were feeling and we must be extra careful not to bring our problems to the work place as it impacts their mood. I have seen this happen with other coworkers and remind myself to stay in good spirits when in presence of children. 

Scenario 2:

Jessie has had 10 years of experience and he can share his wealth of knowledge with the other staff by showing them how to keep calm during difficult situations and helping them solve problems in an efficient manner collectively. Reflecting on his actions and making improvements is also a great way to move forward. I had a mentor who would always encourage me to build a strong working relationship with those around me and be part of a team. It makes the work place more harmonious and in sync. 

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Scenario 1:

The visual timer helped them understand the timing. Incorporating outdoor play allowed them to exert their energy. In Charlie’s case, sleeping late had a negative impact on his mood and well being. Also not having enough staff is a significant problem as it leads to the teachers feeling tired and burnt out. 

Scenario 2:

By introducing the space theme, it helps create a more engaging environment where the children are excited and eager to learn. Instead of disengaging and ending up doing other things that may escalate to misbehaviors, they will be busy learning about topics that interest them. 

Also, by having more activities for the children to choose from, the teachers are allowing the freedom of choice and encouraging everyone to explore various resources. Not everyone likes the exact same thing and it is important to serve individual interests instead of forcing everyone into doing one thing or another.

Scenario 3:

The weather created a challenge as they had to change their regular routine of going outside to staying inside. However, by doing gross motor skills, they tried their best to encourage the children to be as active as possible given the circumstances.

By changing the activity from scavenger hunt and playing with blocks to a yoga, it allowed everyone to calm down and helped Amari feel safe and not experience sensory overload. 

The changes to the environment also helped children to be more inclusive and include one another in activities. 

The level of noise could have been handled much better if the educators had separated the groups into activities based on their preference. One area could have been for the children wanting to engage in calmer activities and another area could have been set up for the remainder of the children who didn't mind the noisier play.

Having the children engage in a scavenger hunt and blocks all at the same time was way too noisy and chaotic. Reminding the children to keep calm between transitions is always a great idea as they sometimes get way too excited and carried away with what they are doing.

Lastly, reminding the children to be more kind towards one another and refrain from shouting at each other if they want someone to help out with cleaning up the toys. The teachers can demonstrate what the right tone and words could be in this particular case, so the children understand how to communicate going forward.

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Scenario 1:

Yes, I have seen children acting out and seeking extra attention because they are recovering from a cold. Reminding myself that they need extra attention and care is essential as they are not feeling 100% which is negatively affecting their behaviour.

Scenario 2:

Jessie felt bad for getting frustrated with the staff for not knowing the reasons behind the children’s actions. He could have done some breathing exercises to calm himself down before the discussion.

I would have also done some breathing exercises and taken a much calmer approach when talking to my coworkers so we could have collectively problem solved together.

Scenario 3:

When Hayden shouted at Amari to clean up, resulting in Amari to get upset, the teacher did a great job calming them down by using a calmer voice and removing them from a noisy environment. The teacher could have maybe prevented this from escalating so quickly, if they had continued to remind the kids to keep the noise down and refrain from aggressively cleaning up the toys. I would have continously reminded the children to keep calm and tried to have them slow down in cleaning up their toys to lower the noise. I would have also demonstrated how to put away the toys and the blocks in a calm way and lead by example, so the children can learn from watching me carry out the same act.

When Sage was called out for eating a banana in a "gross" way by one of the other children, the educator did a fantastic job elaborating on how we should all respect one another's way of eating as it is ultimately serves the same goal. I loved the way this was handled as I would have done the exact same thing. I always tell the children that even though someone may not do something the exact same way as them, it does not mean that it is wrong.

I always remind myself to think before speaking and choose my words carefully so the children feel safe around me. I also like taking deep breaths and coming up with solutions instead of feeding into the chaos and letting it affect me me in a negative manner.

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Scenario 1:

I believe dealing with the issue right away is very important and getting involved to find out what is going on by questioning the children who are making someone feel excluded. Handling it in a calm demeanor is also essential as it allows everyone in the group to understand why this is wrong and why it should not be repeated. This could negatively impact a child by lowering their self esteem and making them feel sad which could lead to them having anxiety or acting out in various ways. 

Scenario 2:

I think it is beneficial to have discussions about kindness and inclusion with the children on a regular basis. I incorporate these lessons regularly in my circle time presentations and illustrate how we should care about one another and always include everyone in games and activities at the centre.

Scenario 3:

It is of utmost importance to interject and handle the conversation in a calm way by trying to make the children understand how it makes someone feel if they are excluded. Reminding them to be kind towards each other is key as othering can have negative long term affects on a child like loss of self esteem, acting out, anxiety and emotional distress. It is imperative for the educator to keep calm and deliver this in a way where the children feel safe. 

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Scenario 1:

When the provider expressed sympathy towards Charlie’s disrupted routine and sleep regimen. By knowing this, they could link it to his disruptive behaviour and understanding why he was experiencing problems. Also when the educator stopped the use of labels such as “rude” towards as it can negatively impact a child’s self esteem and make them feel unwanted. Being kind towards one another should always be modeled first and foremost in a classroom. Lastly, when the educator shows compassion towards Charlie’s mom and understand the hardship she must be going through which then allowed the mother to open up and be honest with her resulting in a great conversation that covered many resolutions.

Scenario 2:

When Jessie was sympathetic towards Raegan’s outburst and dealt with the scenario with empathy and care, it set the tone clearly. It demonstrated to the rest of the children that they are safe to express their emotions and showed the other staff how such scenarios should be handled.

Scenario 3:

When Shiloh made a comment about the way Sage at her bananas, the educator intervened in a calm demeanor and made the children understand that there is absolutely nothing wrong with it. They created a safe space for children to be accepted and not criticized for the way they  enjoy various foods. 

When Amari was comforted and felt heard/seen, it allowed her to calm down. It also set a good example for everyone else at the centre because it showcased how supporting one another goes a long way instead of insulting or excluding.

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