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1. Enrique’s Approach to the situation.
Enrique’s actions for calling Regina’s mother right away was the correct thing to do. Enrique and Regina’s parents need to work together as a team to get to the bottom of Regina’s biting behaviors. Enrique lead the call with a positive note, first off. Which is always good to do with a parent. You want them to feel that there are positive things happing at their child school. Enrique states that he is happy to have Regina as one of his students in his classroom. Which is always good to do before telling Ms. Gonzalez the issue her daughter is displaying. Regina’s behavior issue may be brought on because this her first time attending a day care center. An evaluation of the childs environment should be investigated. Maybe changing up the seating chart and see if
the issue will be resolved or not. Next step, would be to talk with the child, ask her what her wants are and maybe see if that want can be resolved. This is why it is so important to build a positive relationship with the students’ families and caregivers. It is important to implement the following practices in the classroom.
Build positive relationships with the children and their families. Research links “Children who share a close, warm or caring relationship with their parents are more likely to participate in classroom actives, report more enjoyment of learning and are more behaviorally engaged than those who have fewer positive relationships.” (Castle, 2015). A way for Enrique to work with Regina is to direct the child in a small play project, by doing this he will be giving her attention and maybe she may verbalize what is bothering her. Or Regina can show her teacher through playing with the clowns that she likes to play with. When working with a child that are experiencing stress or showing different behaviors. Try to build a positive relationship with that student. Try to keep the classroom environment calm and to reduce over-stimulation.
When teaching the rules to the children, try to use redirecting, effective and positive discipline strategies that are age appropriate.
2. Image of the child.
This is defined as, beliefs about children that teaches hold. These beliefs are examined for how they impact teacher child interactions, management of the environment and selection of teaching strategies. I feel that Enrique image of Regina is that he truly cares for her and wants to get to the bottom of the biting issue. He finds that she is active in the classroom, because she will play with other students or she may choose to play by herself. Regina does show that their may be potential in her getting over the biting issue. It may be just a faze. Since Regina is new to the school, she may be going through the Inserimento Period. Regina needs to go through an adjustment period. This is where Enrique will use strategies for building a relationship with her. Enrique will also need to involve Regina’s parents into the adjustment period. Enrique will need to receive feedback from her parents on how her behavior is at home. Are they also experiencing the same issues with her in the home setting. If they are, what happens before the biting? Is something triggering the behavior. He will then need to compare notes to try to see what the triggers are for Regina and to see if they can work something out to stop the behaviors from happing again. Enrique may have stereotyped Regina as a problem child became of the behavior that she is showing. According to Rinaldi, image of a “child who is competent, active, and critical; therefore, a child who may be seen as a challenge and sometimes, as troublesome.” (Rinaldi, 2001). Enrique is also showing flexibility with the mother, when will be the most convenient time for the two of them to meet up. Teachers and family members play an important role in helping the child adapt to their new environment. I do think that Enrique does find Regina to be a challenge for him in his classroom.
3. Regina’s Behaviors.
Children will often bite in order to cope with a challenge or a need. This could be one possibility with Regina. This maybe why Regina is biting other students. The child may be frustrated, or the behavior may be a way for the child to communicate with one another for personal space. Regina may be biting because of her lack of language skills. Biting can be a substitute for the words that she cannot express, like anger or frustration. Regina may be overwhelmed by the sounds or lights in the classroom. Some strategies to use to prevent this behavior in the classroom is to distract her with a toy or book. The goal is to reduce the tension and shift her attention of the poor behavior. If her issue is personal space, try to talk to her and tell the other child that is sitting next to her that they are too close and to give some extra space for Regina. This is when maybe changing up the setting chart so you can put Regina maybe closer to the teacher. Try to get Regina to use words to express her feelings and try to provide immediate and unemotional feedback. For example, no biting, biting hurts. Shift the attention away from Regina and on to the child who was bit. This is a way to show Regina that her actions hurt other classmates around her. With these techniques hopefully it will put an end to Regina’s biting. So, she can enjoy playtime in the classroom.
- Castle, M. H. (2015). Relationships and engagement across elementary school: Mediating and interactive associations with parents & teachers (Order No. 3735247). Available from ProQuest Central. (1749032485). Retrieved from https://search.proquest.com/docview/1749032485?accountid=34574
- Strickler, J. (2012). The educator’s perspective: Implementing the reggio emilia approach in the american classroom (Order No. 1512307). Available from ProQuest Central. (1022496393). Retrieved from https://search.proquest.com/docview/1022496393?accountid=34574
- Rinaldi, C. (2001c). Reggio Emilia: The image of the child and the child’s environment as a fundamen- tal principle. In L. Gandini & C. P. Edwards (Eds.), Bambini: The Italian approach to infant/toddler care (pp. 49–54). New York: Teachers College Press.
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