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Lucie - A child continuously says, "I can't" and does not want to try new activities that she is not familiar with. She always wants you to do things for her.  

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Lucie - A child continuously says, "I can't" and does not want to try new activities that she is not familiar with. She always wants you to do things for her.  

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I would say thank you for your effort you are doing a great job. Lets take a break and show me the things you can do. (Hopefully observed at this time). Such as counting to 5, showing me left and right. Great job! Then I would ask what their favourite animal was and how they think that animal would participate in the activity. I would explain that there may be different ways to complete the activity or task. If necessary I would ask them to complete the first half of the task while another student or myself completes the second half. Then repeat the activity reversed so they have completed both sides of the activity/task.

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Corie - You are doing an art activity with a group of children and one child continually asks you how to make his look "right". When the activity is finished, he is upset, because he doesn't like his finished product and has all kinds of reasons why it isn't "good" or "right".

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Corie - You are doing an art activity with a group of children and one child continually asks you how to make his look "right". When the activity is finished, he is upset, because he doesn't like his finished product and has all kinds of reasons why it isn't "good" or "right".

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I would first let him know that the wonderful thing about art is that there is no "right" or "wrong" way to do it. Artwork lets us be creative and try different things, so we get to experiment and see what we like, and have fun in the process. I would be sure to say that his artwork is amazing, and that I love it. He should be proud of what he created from a blank paper! I would ask the child why he doesn't like his artwork, and say that those are some reasons other people might love it! I would also ask him to point out things he does like about it. I would say that the next time we do art, he can experiment and create something different.

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Katie- A child in the first week appears to be somewhat more advanced than the rest of the children in a number of skills areas (knows numbers, letters, can spell and print own name, good co-ordination, etc.)

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Katie- A child in the first week appears to be somewhat more advanced than the rest of the children in a number of skills areas (knows numbers, letters, can spell and print own name, good co-ordination, etc.)

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In this scenario, I would congratulate the student on their success so far in the program. I could also have a conversation with the child's parents and/or guardians to see how the student has achieved these milestones already. From there, I would ask the parents what type of milestones they are hoping to have their child reach during the program. When I know what their expectations are, I could think of some play-based extensions that I could give the student to continue their development. It would also be beneficial to pair this student up with one who may need more assistance. This would help the student by giving them a partner to help through the routines and skills as well as continue the development of the child who is already achieving in these areas by having them play with and help others as well as teach and model for others!

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Rosie- A child really likes a certain activity and does not want to leave and says that he doesn't like the activity that is coming next.

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Rosie- A child really likes a certain activity and does not want to leave and says that he doesn't like the activity that is coming next.

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In this scenario, I would find a game, a transition song  or a warning of 5 minutes to transition from one activity to the next one. This way children are going to learn a sense of time, will also know what the expect and the time they have left between both activities. In this case, I would take some time with the child and explain why it is important to do the next activity, if the next activity is getting ready to go outside and explore, I would try to do a short activity with everyone that could take 2-3 minutes and use the toy that the child was playing with in the previous activity and say: I know you really like playing and sorting the cars by their sizes, how about you pick your favorite or the biggest car you have and push it to the cubby area so we can get ready, we can park it for a few minutes until we are ready to go and hey.... you can even bring it outside and play with it with your friends... How about everyone gets a car, push it to the cubbies and get ready!! We can all race the cars down the small hill outside and have a good time. Incorporating this gross motor skill  activity  of pushing the cars will help the child to transition from playing with cars to getting ready while still using the toy he\she likes.

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Liz - You notice on the third program that child very quiet and withdrawn and participates little in any of the activities..

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Liz - You notice on the third program that child very quiet and withdrawn and participates little in any of the activities..

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Because its only the third day and we are all still getting to know each other I would try to connect with the child myself to find out more about why they are withdrawn and not participating in activities. By connecting with the child asking simple questions showing interest in them to find out what types of things they like. Keeping in mind that many children have not been able to socialize and interact with other children out side of their home due to Covid. This child may be struggling to join into play. By asking what like they to do I know something they would feel confident doing. Maybe they enjoy playdoh I could ask them to help me get the playdoh out. Then see if they want to ask anyone if they want to join us at the playdoh table. This could be all the child needed to feel confident interacting with other children. If so I would remove myself from their play and take on more of an observer role so that the children can connect with each other through play. If the child was still hesitant to participate I would continue to engage with all the children at the activity by asking open ended questions about their creations. This will help all the children build a connection with eachother. with the hope the child that was originally withdrawn developing a friendship with another child giving them more confidence to join onto other activities if they have a friend to do it together. Another approach would be to casually ask another child to invite them to play. Ex. “Hey, do you want to see if Jonny wants to help you build with the blocks?”.  I would also be sure to have a conversation with a parent at pick up that day just to see if anything more was going on and to find out more about the child.

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Reilly - "You are working with a child who is having a hard time figuring out how to do a task that all of the other children were able to do quite readily. You have tried helping the child out but she is still struggling. She is getting quite frustrated and upset"

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Reilly - "You are working with a child who is having a hard time figuring out how to do a task that all of the other children were able to do quite readily. You have tried helping the child out but she is still struggling. She is getting quite frustrated and upset"

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Firstly, I would remind the child that it is okay that she is not done the task, and that everyone is learning and growing. If she is so upset and frustrated that she needs to take a break, I would allow her to take a 5-minute movement break to re-focus. Once she has calmed down and comes back to the activity, I would break down the task into manageable sections so that completion doesn't seem so daunting. If possible, I would combine one of her interests into the section of the task that she is having difficulty with. This could be a song, dance, art, or use of counters/manipulatives if the task is math/numeracy. I believe it is important that I leave this situation with this child knowing that it is okay to not understand something, however, there is always a different way of looking at it or going about it.

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You are working with a child who is having a hard time figuring out how to do a task that all of the other children were able to do quite readily. You have tried helping the child out, but she is still struggling. She is getting quite frustrated and upset.  

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You are working with a child who is having a hard time figuring out how to do a task that all of the other children were able to do quite readily. You have tried helping the child out, but she is still struggling. She is getting quite frustrated and upset.  

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First, I would attempt to get the child back into a better headspace. I would have the child take a break, allow them a cool down time doing something they enjoy. I would reassure the child that everyone learns at a different pace, and there is no right or wrong pace. Before returning to the task, I would break up the task into more manageable chunks. I would begin with any chunks that I thought the child could be more successful in, in order to build confidence, modelling wherever I could. I would ensure to keep an open dialogue, asking questions in order to understand where the child is having difficulty and how I can help. I would also praise any success or attempts, wanting to build a positive attitude towards not giving up, even when things are difficult.

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Eryn- You are doing an art activity with a group of children and one child continually asks you how to make his look 'right'. When the activity is finished, he is upset, because he doesn't like his finished product and has all kinds of reasons why it isn't 'good' or 'right'.
I have run into this same scenario multiple times during my placement in my BEd. Coming from a fine arts background, I try to always bring in as much art and creativity in the classroom as possible, so this is a common response to get from a student. The first thing I always try to do is go around to each student while they are working on their piece and point out at least one aspect of their artwork that I love, adding specific details as to why I like the piece and how it is unique also makes the student feel special. This also helps  other students hear what each student has created and sometimes causes them to come see the artwork as they wish to know what I was saying about it. Another great way to get a student to feel proud of what they accomplished is by doing a gallery walk. Students leave their finished piece on their desk and then walk around looking at what their peers have created. This can spark some more conversation as to the different unique creations each child has made.
As long as we encourage the students throughout their artistic process, they will begin to understand that just because their artwork does not look like the person beside them, does not mean it is not 'good enough'.

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Tanya- You notice on the third day of the program that a child is very quiet and withdrawn and participates little in any of the activities. 

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Tanya- You notice on the third day of the program that a child is very quiet and withdrawn and participates little in any of the activities. 

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The third day is very early in the week and for many children like myself when I was that age it would take me a few days if not up until a week to begin to feel comfortable in a new setting. This may be the child's first time in a school setting/ program or they haven't had many social interactions

I would take the time to sit and interact with the child to see if I can figure out what they like doing, their likes and dislikes. I want to take the time to get to know all of the students.

I can also have a variety of things with me (animal colouring pages and crayons/markers, playdough and tools, books and train tracks) and the child can choose what they would like to do such as choosing an animal page to colour. I could also start a conversation with the child about the animal they chose and ask them questions such as; What animal did you pick?, What sound does your animal make?, Where do you see ________?, What colour is your __________?

I would also sit at an activity maybe with only one other child and would call the child over. “Hi Suzy, do you want to come play trains with Tyler and I?” This would help the student to build up their confidence in a very small setting rather than a large group.  The child may feel more comfortable and may start talking when they are just with one or maybe two more peers and myself.

I would also take the time to look over the paperwork that the child’s parents completed for the program as it will give me lots of information. I would also have a conversation with their parents at pick up or drop off to see if you can find out some more information about the child and to let them know how the first few days have been so you can work together as a team.

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I would like to thank you all for your responses to the various scenarios. You have all provided us with some great solutions to these situations. Looking at each situation and attempting to think in different ways are excellent habits to follow. Your responses show that you are prepared to assist children where there are, find solutions to situations and help them find a comfort level and move onto their  next steps.

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You are working with a child who is having a hard time figuring out how to do a task that all the other children were able to do quite readily. You have tried helping the child out but she is still struggling. She is getting quite frustrated and upset. 

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You are working with a child who is having a hard time figuring out how to do a task that all the other children were able to do quite readily. You have tried helping the child out but she is still struggling. She is getting quite frustrated and upset. 

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First, I would acknowledge how this child feels in that moment and allow her to take a break from the frustrating task. I would encourage her to work on an activity that she can complete confidently and independently, and that will reinforce her abilities and promote her self-esteem. This break could be for a few minutes, or she may not be ready to try the frustrating task again until later the same day or even the next day. I would reinforce how she must try to complete the frustrating task, but we will work together once she is calm and able to re-focus. Many developmental skills are reinforced through play activities, so I would try to incorporate her interests in a fun way, encouraging engagement in the task that she is finding difficult. I may have a conversation with her caregivers regarding this skill and how together we can support her developmental growth at home and in the classroom to help her meet this developmental milestone alongside her peers.

Also, I think it’s important to remember that not all children can achieve all of the tasks that we set out for them since they are all at different stages of their development. Breaking the activity into smaller, more manageable sections or lowering my own expectations of what the child should achieve on that given day may be necessary to allow this child to develop and learn at a pace better suited for her needs. By allowing for small successes, she will hopefully feel less frustrated when trying the task again later.

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Courtney - A child constantly says, “I can’t” and does not want to try new activities that she is not familiar with. She always wants you to do things for her:

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Courtney - A child constantly says, “I can’t” and does not want to try new activities that she is not familiar with. She always wants you to do things for her:

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I would get down to the child’s level first. “I acknowledge how you are feeling, sometimes I feel that way too when I can’t do something either. But, I noticed how you are trying and that is the most important part! I appreciate that, you’re being very brave.”  Taking an opportunity to take a break from the activity and pushing it over out of direct eye sight. Engaging the child with something that makes them comfortable, maybe talking about the characters on her shirt or her favourite colour, until she has lost some of her anxiety about the activity. Once we are ready to possibly bring the activity back, I would ask her if I could do it with her, but with my own tools and she uses hers. Once we start, I would make a silly mistake, making her feel less incapable and able to relax with me. This still would give the child a chance to do it herself, rather than me doing it for her, more as a parallel play partner. Breaking each step down and giving her tiny successes to move onward. If she is unable to complete the entire task, taking the victory of her taking a risk and starting it on her own would be a fantastic place to start, and eventually build on.