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Part 1 – Objective Observation
(Observe the child behaviour, focus on the encounter as a problem to be solved)
Examine the context of the problem

Date: Tuesday September 24, 2013
Time: 3:30 pm
Name of Observer: Palwasha Qazzizadah
Name of the Children: Mathew and Conner
D.O.B: Preschoolers
Setting: Child size tables set at the middle of the room for activities
Context: Mathew R and Conner were playing with Lego pieces when Mathew took Conner’s Lego piece
making Conner scream.

I was sitting at a table with Mathew Rose and Conner. They were playing with pieces of Lego to build
something when Mathew took a piece from Conner. Conner screamed and pulled his Lego piece back from
Mathew. I waited for a little to see if they can solve their conflict on their own first before I guide them
through it. Mathew started to cry and yell. I went up to them and took the Lego piece so that both of them
can concentrate on solving the problem instead of getting distracted by the Lego piece. “I see that both of
you want to use the same piece of Lego and only Conner has that piece. Is that correct?” Then I asked them
to contribute their ideas. “What do you think we can do when we want to use the same toy? Do you have
any ideas?” Mathew raised his hand and said, “We can share it.” I looked at Conner and said, “Mathew has
the idea of sharing. Do you want to share that Lego piece with Mathew?” Conner said “I want to play with
it first.” I looked at Mathew and said, “Conner has agreed to share the Lego piece but he wants to use it
first. Is that okay with you?” Mathew looked at Conner and said, “Five minutes.” I said, “Mathew wants to
use the Lego after five minutes. Is that okay with you Conner?” Conner looked at me and said, “No, three
minutes.” I looked at both of them and said, “Conner is saying that you can have the Lego piece in three
minutes Mathew. “Great work! You both solved the problem on your own. It makes me very happy when I
see both of you working together in solving your own problem.” The last step was to follow through with
the decision so I checked on them after three minutes to see what was now going on with them. One of the
children (Mathew) was still playing with the Lego pieces while the other (Conner) had moved on to another
activity. I included both of their ideas so that none of them feels excluded.

Part 2 – Decision
(Choose a guidance strategy. Change the context, change your own practice)

There were a couple of strategies that I used in order for the children to be able to solve their own conflict
with my guidance as a teacher when needed. I used active listening, negotiation and affirmation.

I used Active listening because it is a starting point in guiding the children to solve a conflict since by
actively listening, we are telling the children that they can trust us and that they are important. We are
telling them that we understand them when we restate how they feel back to them with our own words.
According to the text “Active listening describes the first step of many problem solving interactions. It’s a
tool for interpreting a child’s feelings and reflecting them back to the child” (Guiding Young Children, pg
8). I used active listening when I asked both of them to tell me what their conflict was and then I restated
what they just told me.

I used negotiation because it is the process where the children are using their own ideas to solve their
conflict with the help of the teacher as a guide throughout the process. According to the text “the teacher
helps the children identify their problem, encourages them to contribute their own ideas toward a mutually
acceptable solution, helps them decide on their preferred solution, and oversees the implementation of their
chosen solution” (Guiding Young Children, pg 8). I used negotiation when I asked each of them to
contribute their ideas in order for us to come to solution.

I used affirmation because it gives the child encouragement for their effort in doing something positive.
According to the text “affirmations are the teacher’s tools for helping children feel important.” (Guiding
Young Children, pg 9). I used affirmation so that the children can feel like they have accomplished
something like a problem solving skill.

Part 3 – Action
(Clearly discuss your actions, the child’s response and the results of the guidance strategy.)

The actions I took included active listening, negotiation and affirmation. I was a guide throughout the

process so that Mathew and Conner can come up with a solution to their own conflict. I didn’t solve the
problem for them to make it easier for myself instead I let them solve their own conflict through my
guidance strategies which were active listening, negotiation and affirmation.
The children’s response during the problem solving process was positive since they were working together
with me and their peers to come up with solutions to solve the conflict. I asked them open ended questions
in order for them to use their cognitive domain to come up with possible ideas for the conflict. I held on to
the Lego piece first so that they can both concentrate on finding a solution to the conflict without being
distracted by the toy. I was at their eye level when I was talking to them so that they can feel like I am
paying attention to them. I restated the problem to them once they told me what the problem so that they
can see that I am paying attention. “I see that both of you want to use the same piece of Lego and only
Conner has that piece. Is that correct?” Then I asked them to contribute their ideas. “What do you think we
can do when we want to use the same toy? Do you have any ideas?” Mathew raised his hand and said, “We
can share it.” I looked at Conner and said, “Mathew has the idea of sharing. Do you want to share that Lego
piece with Mathew?” Conner said “I want to play with it first.” After they contributed their ideas, I made
sure that they were both okay with the solution of sharing that Mathew had come up with. I looked at
Mathew and said, “Conner has agreed to share the Lego piece but he wants to use it first. Is that okay with
you?” Mathew looked at Conner and said, “Five minutes.” I said, “Mathew wants to use the Lego after five
minutes. Is that okay with you Conner?” Conner looked at me and said, “No, three minutes.” I looked at
both of them and said, “Conner is saying that you can have the Lego piece in three minutes Mathew. After
they had both come to a solution of sharing and taking turns for three minutes, I used affirmation in order
for them to feel important for solving the conflict so that they can continue this great effort if they are faced
with a similar conflict of wanting the same toy. “Great work! You both solved the problem on your own. It
makes me very happy when I see both of you working together in solving your own problem.” The last step
was to follow through with the decision so I checked on them after three minutes to see what was now
going on with them. One of the children (Mathew) was still playing with the Lego pieces while the other
(Conner) had moved on to another activity. I included both of their ideas so that none of them feels
excluded.

The result of the guidance strategies that I used was that the children were able to solve their own conflict
without the teacher solving the problem for them. I was the guide throughout the process and asked them

open ended questions so that they can come up with solutions using their cognitive domain. They ended up
coming with solutions of sharing and taking turns as a solution to the conflict on their own.

Part 4 – Reflection
(Clearly discuss your strengths and needs and the changes that you would make if needed.)

Strengths

Needs

I used more than one guidance strategies to guide
the children into solving their own conflict which
include active listening, negotiation and
affirmation. I didn’t solve the conflict of the
children for them which is one of the temptations
that we tend to get into just to solve the conflict
faster. Instead, I was patient with the children so
that they can figure out a solution to their
conflicts giving then enough time to think for a
solution on their own. I was at the child’s eye level
when I was interacting with them throughout the
process. I used open ended questions to lure the
children into getting ideas for solving their
conflicts. The whole problem solving process was
child centered where the children used their own
cognitive domain and interacting with their peers
to solve their conflict. I wanted the children to be
more independent which can be learned at their
early stages of life when they are children by
asking them to come up with ideas own their own
for a solution instead of giving them the answer.
This way the children won’t depend on adults to
solve their conflicts and will be encouraged to do
it themselves. I used affirmation to encourage
their self esteem in themselves that they can solve
their own conflict without the teacher having to
do it for them.

I feel like I gave away too much help to them
when I asked them some closed ended questions
that requires on a yes and a no answer since by
saying yes or no, they are not using their cognitive
domain too much.“Mathew has the idea of
sharing. Do you want to share that Lego piece with
Mathew?” Even though my point by asking this
question was to see if Mathew was okay with this
idea, this question also gives the other child a
chance to just say yes or no.

Changes-(Prevention)
Things that went well were that I used more than one guidance strategies to guide the
children into solving their own conflict which include active listening, negotiation and
affirmation. I didn’t solve the conflict of the children for them which is one of the temptations
that we tend to get into just to solve the conflict faster. Instead, I was patient with the children
so that they can figure out a solution to their conflicts giving then enough time to think for a
solution on their own. I was at the child’s eye level when I was interacting with them
throughout the process. I used open ended questions to lure the children into getting ideas for
solving their conflicts. The whole problem solving process was child centered where the
children used their own cognitive domain and interacting with their peers to solve their conflict.
I wanted the children to be more independent which can be learned at their early stages of life
when they are children by asking them to come up with ideas own their own for a solution
instead of giving them the answer. This way the children won’t depend on adults to solve their
conflicts and will be encouraged to do it themselves. I used affirmation to encourage their self
esteem in themselves that they can solve their own conflict without the teacher having to do it
for them.
I need to change my practice since I feel like I gave away too much help to them when I
asked them some closed ended questions that requires on a yes and a no answer since by
saying yes or no, they are not using their cognitive domain too much.“Mathew has the idea of
sharing. Do you want to share that Lego piece with Mathew?” Even though my point by asking

this question was to see if Mathew was okay with this idea, this question also gives the other
child a chance to just say yes or no.
I also need to modify the environment so that it can meet to development and the
needs of the children. I need to duplicate toys that are popular so that children won’t have to
fight over one toy that more than one child wants to play with at a time.
Therefore, everything went well since the two children were able to find a solution to
their problem of wanting to play with the same toy at the same time. They both decided on
taking turns with the Lego piece so that the problem could be resolved. I loved the fact that
they both ended up still playing together. They just took turns using the Lego piece.


Date: Tuesday Oct 1, 2013
Time: 4:30 pm
Name of the Children: Mathew
D.O.B: Preschoolers
Setting: Carpet set at the middle of the room for train track activity.
Context: Mathew Rose didn’t want to clean up the activity that he was doing to go outdoors.
It was time to take the children to the playground and all the children were tidying up their toys that they
were using. I saw that Mathew Rose was on the carpet, in the middle of the room and he was still playing
with the trains, pushing them into the train tracks. I waited a little before interfering to see if he will start
cleaning up himself. One of the teachers told him to tidy up but he didn’t move. That’s when I went to him
and said, “Mathew, it’s clean up time.” He looked at me with tears in his eyes and said, “No, still playing.”

Part 2 – Decision

with my guidance as a teacher when needed. I used active listening, natural or logical consequences, Imessages and giving choices.

8).

I used natural or logical consequences because I wanted to let Mathew know what he will be missing if he

continued to play with the train and the train tracks instead of getting ready to go outdoors. He will miss on
outdoor playtime if he continued to do that activity. According to the text “natural and logical consequences
are an outgrowth of the child’s behavior, and the result always follows the action immediately. This is a
concrete, tangible way to teach children the principle of cause and effect as it applies to their own behaviors
as well as to teach them the need to accept responsibility.” (Guiding Young Children, pg 211).

I used I-messages because I wanted to tell Mathew how I feel when he throws toys on the floor and
explaining why he shouldn’t be doing it since it can break. According to the text “I-messages are used to
convey the teacher’s feelings when a child’s behavior becomes inappropriate.” (Guiding Young Children,
pg 208).

I used giving choices because I wanted Mathew to chose between two acceptable choices that he has which
were to clean up the rest of the train tracks in order to go outside or that I can help him clean up. According
to the text “the technique of giving choices may be used when other limit-setting techniques have not
produced satisfactory result. It also works especially well with children who are strong willed and in need
of a great deal of control.” (Guiding Young Children, pg 212).

Part 3 – Action

The actions I took included using a variety of different guidance strategies like active listening, natural or
logical consequences, I-messages and giving choices. I was a guide throughout the process so that Mathew
can come up with a solution to his own conflict. I guided Mathew through asking him open ended questions
to lure him into coming to a possible solution.
The child’s response during the problem solving process started out as being a little temperament by
screaming to a more positive response of agreeing to clean up and go outdoors after using a variety of
different guidance strategies to calm him down. I sat at Mathew’s eye level so that we can communicate on
one level. First, I used active listening as a guidance strategy to calm him down and to reflect his feeling
back to him. “Mathew, I understand that you want to still keep playing with the trains and it makes you
upset when we have to tidy up.” Then I used natural or logical consequences to tell him what will happen if

he continues this behavior. “But if you keep playing, than you will miss outdoor playtime where you can
use the bikes to ride. You can play with the trains again after we come back.” Mathew looked at me and
said, “No, I want to go outside but later.” That’s when Mathew started to throw the trains around the room
while screaming. I started to put all the trains into the bin and said with a little firmer voice using Imessages strategy, “It makes me very upset when you throw the toys on the ground because they can get
broken and other children won’t be able to use them if they are broken.” Then I gave him choices. “Now,
you can clean up the rest of the train tracks so that we can go to the playground or I can help you. It’s up to
you Mathew.” At that point, Mathew started to pick up the train tracks and put them into the bin while
saying, “Ok, can I play with train when we come back?” I looked at him with a smile and said “sure you
can if you are gentle with the toys.” He started to smile back and said, “Ok I will be gentle.”

The result of the guidance strategies that I used was that Mathew was able to solve his own conflict without
the teacher solving the problem for him. I was the guide throughout the process and asked him open ended
questions so that he can come up with solutions using his cognitive domain. He ended up coming with
solutions of cleaning up the toys to go outdoors and to use the train tracks later on again while telling me
that he will be gentle with the toys.


Strengths

Needs

Things that went well were that I used more than

I also need to modify the environment so that it

one guidance strategies to guide the Mathew into

can meet to development and the needs of the

solving his own conflict which include active

children. I need to set up a simple activity and

listening, natural or logical consequences, I-

nothing complicated with lots of pieces to clean

messages and giving choices. I followed through

up since cleaning up also takes a lot of their time

until Mathew cleaned up his activity and got ready

which can confuse the children into wanting to

to go outdoors which he didn’t want to do at the

keep play the same activity before we transition to

beginning. Even though, he was giving me a

outdoors. We can also try and add some new and

tantrum, I didn’t give up and let him do what he
wanted. Instead, I guided him though the process
of using a couple guidance strategies. I also told
him the reason why I wanted him to clean up the
activity so that he knew why it was important to do
the task. I was at the eye level of the child when I
was interacting with him so that he understands
that I am listening to him and that he is important. I
asked him lots of open ended questions in order to
provoke his cognitive domain to come up with
ideas on how he can solve his conflict. The whole
process was child centered since I didn’t punish
him for not listening instead I was guiding him
through the whole process with passions, giving
him enough time to realize that he needs to
transition from one activity to going outdoors. I set
limits of I-messages, giving him choices and
letting him know the natural or logical
consequences of his behavior instead of rules
which is more teacher centered and teaches the
children to act differently while with adults. Plus

exciting toys in the playground so that the children
will be lured into wanting to go outdoors.

rules can be broken while limits can teach a very
good lesson of independence to the child which in
this case was to tidy up an activity to go outdoors.

Reflection
Mathew into solving his own conflict which include active listening, natural or logical
consequences, I-messages and giving choices. I followed through until Mathew cleaned up his
activity and got ready to go outdoors which he didn’t want to do at the beginning. Even though,
he was giving me a tantrum, I didn’t give up and let him do what he wanted. Instead, I guided
him though the process of using a couple guidance strategies. I also told him the reason why I
wanted him to clean up the activity so that he knew why it was important to do the task. I was
at the eye level of the child when I was interacting with him so that he understands that I am
listening to him and that he is important. I asked him lots of open ended questions in order to
provoke his cognitive domain to come up with ideas on how he can solve his conflict. The whole
process was child centered since I didn’t punish him for not listening instead I was guiding him
through the whole process with passions, giving him enough time to realize that he needs to
transition from one activity to going outdoors. I set limits of I-messages, giving him choices and
letting him know the natural or logical consequences of his behavior instead of rules which is
more teacher centered and teaches the children to act differently while with adults. Plus rules
can be broken while limits can teach a very good lesson of independence to the child which in
this case was to tidy up an activity to go outdoors.

needs of the children. I need to set up a simple activity and nothing complicated with lots of

pieces to clean up since cleaning up also takes a lot of their time which can confuse the children
into wanting to keep play the same activity before we transition to outdoors. We can also try
and add some new and exciting toys in the playground so that the children will be lured into
wanting to go outdoors.
Therefore, everything went well since the Mathew was able to find a solution to his
conflict of not wanting to clean up and go outdoors through my guidance strategies that I
applied into the process and some open ended questions that lured him into thinking. He
decided on playing with the train track activity when we come back from outdoors and to clean
up with me so that we can all go outdoors to play.


Date: Monday, November 4, 2013
Time: 12:00 pm
Name of the Children: Aiden and Conner
D.O.B: Preschoolers
Setting: In the playground where the children were using child size bikes and cars to ride
Context: Aiden kept pushing Conner’s car with his bike so that he can keep riding his bike while Conner
was yelling at him to stop.

It was outdoor time and some of the children were riding the bikes while others were running around the
playground. Aiden was riding a child size bike all around the playground. As he was riding his bike, he
made a stop in front of Conner’s child size car which was in the middle of the playground. Aiden pushed
his bike on Conner’s car making way to keep riding. At this point, Conner started to yell at Aiden, “Stop
pushing my car Aiden.” Aiden continued to push Conner’s car to make way for his bike to pass. I went
towards them and sat at their eye level. I sat in between Conner and Aiden so that Aiden won’t push his
bike on Conner’s car any further. I looked at Aiden, “I see that we are having a problem in here. I heard
Conner telling you to stop pushing his car but you kept pushing your bike on his car.” Aiden looked at me
with tears in his eyes, “Yes that’s right because I just want to pass by.” I said, “It makes me sad when I see
you pushing the bike on the car because the car can break and then other children won’t be able to use it
anymore.” “What do you think that you can do to pass instead of pushing your bike on Conner’s car which
can break our toy? Do you two have any ideas?” Conner said, “He can go the other way.” I looked at Aiden
and said, “Conner has the great idea of going around the car so that you won’t have to bump into the car.
What do you think Aiden?” Aiden wiped his tears with his hand and smiled at me, “I will go around the
playground.” That’s great! Both of you solved your own problem and now our toys won’t break because
you won’t keep pushing it with your bike.” At that, both of them rode their car and bike around the
playground again without bumping into each other’s car or bikes.”

Part 2 – Decision

with my guidance as a teacher when needed. I used active listening, negotiation, I-messages and
affirmation.

8). I used active listening when I asked both of them to tell me what their conflict was and then I restated
what they just told me.

I used negotiation because it is the process where the children are using their own ideas to solve their
conflict with the help of the teacher as a guide throughout the process. According to the text “the teacher
helps the children identify their problem, encourages them to contribute their own ideas toward a mutually
acceptable solution, helps them decide on their preferred solution, and oversees the implementation of their
chosen solution” (Guiding Young Children, pg 8). I used negotiation when I asked each of them to
contribute their ideas in order for us to come to solution.
I used I-messages because I wanted to tell Aiden how I feel when he pushes his bike on Conner’s car and
explaining why he shouldn’t be doing it since it can break. According to the text “I-messages are used to
convey the teacher’s feelings when a child’s behavior becomes inappropriate.” (Guiding Young Children,
pg 208).

I used affirmation because it gives the child encouragement for their effort in doing something positive.
According to the text “affirmations are the teacher’s tools for helping children feel important.” (Guiding
Young Children, pg 9). I used affirmation so that the children can feel like they have accomplished
something like a problem solving skill.

Part 3 – Action

The actions I took included active listening, negotiation, setting limits-I-messages and affirmation. I was a
guide throughout the process so that Aiden and Conner can come up with a solution to their own conflict. I
didn’t solve the problem for them to make it easier for myself instead I let them solve their own conflict
through my guidance strategies which were active listening, negotiation, I-messages and affirmation.
The children’s response during the problem solving process was positive since they were working together
with me and their peers to come up with solutions to solve the conflict. I asked them open ended questions
in order for them to use their cognitive domain to come up with possible ideas for the conflict. I was at their
eye level when I was talking to them so that they can feel like I am paying attention to them. I restated the
problem to them once they told me what the problem so that they can see that I am paying attention. I sat in
between Conner and Aiden so that Aiden won’t push his bike on Conner’s car any further. I looked at
Aiden, “I see that we are having a problem in here. I heard Conner telling you to stop pushing his car but
you kept pushing your bike on his car.” Aiden looked at me with tears in his eyes, “Yes that’s right because
I just want to pass by.” I used setting limits by using I-messages so that Aiden can stop pushing the car on
the bike which can break the car. I said, “It makes me sad when I see you pushing the bike on the car
because the car can break and then other children won’t be able to use it anymore.” I then asked them both
to contribute their ideas on solving the problem through negotiation. “What do you think that you can do to
pass instead of pushing your bike on Conner’s car which can break our toy? Do you two have any ideas?”
After they contributed their ideas, I used affirmation strategy to make them feel important for solving their
own conflict. Conner said, “He can go the other way.” I looked at Aiden and said, “Conner has the great
idea of going around the car so that you won’t have to bump into the car. What do you think Aiden?” Aiden
wiped his tears with his hand and smiled at me, “I will go around the playground.” That’s great! Both of
you solved your own problem and now our toys won’t break because you won’t keep pushing it with your
bike.” I followed through with the decision by checking up on them after they agreed on a decision to make
sure that they are following through with the idea they chose. At that, both of them rode their car and bike
around the playground again without bumping into each other’s car or bikes.”

The result of the guidance strategies that I used was that the children were able to solve their own conflict
without the teacher solving the problem for them. I was the guide throughout the process and asked them
open ended questions so that they can come up with solutions using their cognitive domain. They ended up
coming with the solution of Aiden going around the playground to avoid pushing the car again since the
playground is big with lots of space to move around as a solution to the conflict on their own.


Strengths

Needs

Things that went well were that I used more than

I also need to modify the environment so that it

one guidance strategies to guide the children into

can meet to development and the needs of the

solving their own conflict which include active

children. I could’ve taken away some of the

listening, negotiation, I-messages and affirmation.

outdoor bikes or cars that were not being used by

I let the children solve their own conflict by

the children so that it didn’t confuse the children

working together as a team and coming up with

with too many toys in their way of riding. Basically,

ideas. I was the guide throughout the whole

I would be clearing the playground a bit to avoid

process by asking them open ended question to

the children bumping into each other.

lure them into coming up with some ideas for
solving the conflict themselves. I followed through
with the decision by supervising them and seeing
if the problem occurred again but it didn’t occur
again. I acknowledged the children’s efforts of
solving the conflict by using affirmation guidance
strategy so that they can feel like they have
accomplished something which was solving the

conflict. I was at their eye level and not talking to
them from standing up which can confuse the
children. I sat down in between the children and
got their attention by actively listening to each of
them. I included both of their ideas so that they
can feel included and important. I was patient
with the children and gave them enough time to
think and come up with their ideas. I didn’t rush
them into solving the conflict for them which is a
temptation that a lot of us can get into just to
make our lives easier and to solve the conflict
faster. I boosted their self esteem by telling them
that they worked together to solve the conflict
themselves.

Changes-(Prevention)
children into solving their own conflict which include active listening, negotiation, I-messages
and affirmation. I let the children solve their own conflict by working together as a team and
coming up with ideas. I was the guide throughout the whole process by asking them open
ended question to lure them into coming up with some ideas for solving the conflict
themselves. I followed through with the decision by supervising them and seeing if the problem
occurred again but it didn’t occur again. I acknowledged the children’s efforts of solving the
conflict by using affirmation guidance strategy so that they can feel like they have accomplished
something which was solving the conflict. I was at their eye level and not talking to them from
standing up which can confuse the children. I sat down in between the children and got their
attention by actively listening to each of them. I included both of their ideas so that they can
feel included and important. I was patient with the children and gave them enough time to
think and come up with their ideas. I didn’t rush them into solving the conflict for them which is
a temptation that a lot of us can get into just to make our lives easier and to solve the conflict
faster. I boosted their self esteem by telling them that they worked together to solve the
conflict themselves.
I need to change my practice since I feel like I gave away too much help to them when I
asked them some closed ended questions that requires on a yes and a no answer since by
saying yes or no, they are not using their cognitive domain too much. I looked at Aiden and

said, “Conner has the great idea of going around the car so that you won’t have to bump into
the car. What do you think Aiden?”
needs of the children. I could’ve taken away some of the outdoor bikes or cars that were not
being used by the children so that it didn’t confuse the children with too many toys in their way
of riding. Basically, I would be clearing the playground a bit to avoid the children bumping into
each other.
Therefore, everything went well since the two children were able to find a solution to
their conflict where Aiden was bumping into Conner’s car. They both decided on Aiden going
around the car to avoid bumping his bike with Conner’s car.

Bibliography

Miller, Karen. Ages and stages: developmental descriptions & activities, birth through eight
years. Marshfield, MA: Telshare Pub. Co., 1985. Print.
Reynolds, Eleanor. "Terms of Problem Solving." Guiding young children: a problem-solving
approach. 4th ed. Mountain View, Calif.: Mayfield Pub. Co., 2001. 8,9 and 10. Print.

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