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Jason, who is 3 and a half years old was the only one at the play-dough table where children are able to create their imaginations come to life. He already has an idea of what he wants to make which is a dinosaur nest with eggs with no surprise that this needs a lot of play-dough. Someone else is now interested in participating in the play-dough table which is Daeisha, who is 4 years old. She sees that Jason has all the dough and she tells him, "Hey, give me some!" Jason acknowledges Daeisha and in response only gives her a tiny bit then proceeds to guard his creation with his arms, circling around the big mound. Daeisha is quick to respond by grabbing a large handful of dough out from under his arms which leads to Jason screaming. He attempts to grab the dough back, but Daeisha pushes him back and starts using the play-dough. Teacher Kris only sees Jason on the floor, yowling, and Daeisha using playdough as if nothing has happened at all.

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When discussing about Jason and Daeisha, we had all agreed that these two children are too young to know how to express their emotions, especially on how to express it healthily. We also agreed that Jason expresses his emotions more emotionally than Daeisha, where Daeisha expresses herself more physically. An example would be that when Jason was upset, he screamed, where when Daeisha would be upset or frustrated, she had pushed Jason and then would start kneading into the paydough. My team and I had also agreed that right away Jason has trouble sharing, and we all

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My group and I agreed that since there are two children, who reacted very differently from one another, they also have different needs. For example, Jason might know how to give someone when they ask, but doesn't "understand another child's right to use equipment without interference" (pg. 41). The developmental, individual needs of the child that might be at play in this situation is definitely cognitive development, where Daeisha can learn self-control and Jason can seek social development. He can learn to connect better and understand better the concept of sharing correctly by using different perspectives (Ch. 2 pg. 43) Daeisha enjoyed watching Jason play with the play-dough so she invited herself over to join meanwhile Jason looked at his creation, and can understand that others can join in as well.

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Some points that I hadn't considered was Diana pointing out having a calming Island where the children can go to, to calm down instead of expressing their emotions negatively. Dee had also point out that Jason expresses his emotions Jason more emotionally while Daeisha expresses more physically. An example would be Jason screaming when reacting to Daeisha taking the play dough from him and then Daeisha reacting to Jason attempting to take the play dough back. It is obvious for us that they know that they are doing something wrong, because Jason knows how to share, just doesn't understand "another child's right to use equipment without interference" which is shown from Chapter 2 page 41 from Theoretical Foundations of Child Guidance, meaning he knows how to share but doesn't know the equality part of it. Same goes for Daeisha, who is limited to social abilities skills, meaning asking more nicely or expressing her emotions without needing to push or shove.

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My group and I have some theories as to why Jason reacted the way he did, and why Daeisha reacted the way she did. We believe that Jason can be the only child, where he is used to playing by himself and having all the toys available to him. Which is why in his perspective it seemed enough to give Daeisha a little bit of play-dough. Meanwhile, we believe that Daeisha had a lot of older siblings, where if she doesn't feel like she is heard, she has to make that seen. So that is why we believe that is the reason she had pushed Jason because this seemed like the quickest act to get what she wanted. Also because she assumed that Jason would give her an equal amount of play dough, instead of a little bit.

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The first strategy we agreed on was to change environment through indirect guidance by putting play-dough in individual containers with the children’s names on them. This why, they have a routine and everyone gets an equal amount of play-dough without the concern about inequality. That way, if a child is wanting to play with play-dough, it is already prepared and ready for them to play.

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Strategy two was to plan the classroom and/or have individual teaching of the sharing process in the beginning of class. This is more of a direct guidance where they have reminders and ques on how to share during activities. Also helping the children to understand that they have other choices, like asking for help and explaining them in depth if they do not get it the first time. They are too young to do a lot of sharing cognitively so they need practice

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The third strategy is having a Calming Island that the children can go to, to calm down and express themselves with a teacher before hitting or screaming. Teach recognition of emotions. Also giving them words for different actions and an awareness that others have reactions to what they do and to learn these words to describe what they are feeling. A good way to practice is to have group discussions, puppet play, art projects, books, and games about feelings and emotions. These two children are an example who do not know how to express their emotions healthily yet.

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In summary, working with Jennifer, Dee, Daphne and Diana was a lot of fun and really helped to make better observations about Jason and Daeisha. They had given really good insights and even though there were days that one was missing, we always had another meeting to meet to conclude out thoughts with one another and I was able to express myself freely with them as well without worrying about being judged or not heard. The only challenges were making the schedules but we overcame that easily. What I gain from the experiences is that five heads are truly better than one.