EDEC310 - Young Children's Social and Emotional Competence in Early Childhood Contexts

Pseudonym of child:

Will

Age of child:

5 years

Context:

As soon as Will enters the centre, he runs out door instead of having his breakfast. He is not following the routine in the room.

Ephemeral/time context:

Will is dysregulated when he enters his room in the centre. And showing overactive behaviours like running and climbing onto the slide.

Physical or Environment: Outdoor activity area in the centre which is attached to the room. Climbing on the slide actively.

Identified need(s) Supporting Will to calm down and be

coordinating with the routine.

Will being hypervigilance by his mom and educator because he is being energetic and running around and climbing on the slide. Therefore, He is being under the hyper-arousal behaviour of the window of tolerance (Siegal,2021).

Detail Experience, strategy, changes, or resources added

Based on the Wills behaviour, The educators can use some calm music in the morning session until they go for outdoor activity, to get the children’s attention and keep the children relaxed. This also can be extended by using different music for each day.

Teaching Focus including links to EYLF

To make Will safe and comfortable in the environment. To settle down emotionally and socially.

Outcome 1.1 Children feel safe, secure and supported

Outcome 1.2 Children develop their emerging autonomy, inter-dependence, resilience and agency (EYLF,2022)

Implement (Plan)

Using different calm music in the room each day from morning breakfast time until Outdoor session.

See how Will is acting out for different music.

Evaluation (Questions OR evaluations)

Documenting some pictures and videos of Will for a period of time and see, how he is calming down.

Pseudonym of child:

Will

Age of child:

5 years

Context:

Running inside the room shouting and pushing the art resources into the trolly. Saying I am big, bigger and biggest hungry.

Ephemeral/time context:

Will is dysregulated when he was going to be offered breakfast (During the daily routine). Trying to be frustrated with his behaviour.

Physical or Environment: Indoor while the educator was offering the breakfast to Will.

Identified need(s) Will be overactive when he is asked to engage in an activity.

Will be Frustrated and show emotions of aggression. He is expressing his aggression by saying “I am a nig, bigger and biggest Hungry”. As mentioned by Bartlett et al, 2017 (Neitzel,2020), He identified any children who have undergone trauma can show up frustration and aggressiveness.

Detail Experience, strategy, changes, or resources added

Based on the Wills’ behaviour, The educators can implement the activity Emo dolls (Using cardboard roll). Making the emo dolls with the emotions of how he feels.

Teaching Focus including links to EYLF

Understanding his emotions and feelings and trying to express it through a drawing.

Outcome 1.3 Children develop knowledgeable, confident self-identities and a positive sense of self-worth (EYLF,2022).

Implement (Plan)

Using the emo dolls and implementing a role play to see how a child is feeling and expressing their emotions including Will.

Evaluation (Questions OR evaluations)

Documenting some pictures and videos of Will for a period of time and seeing, how his behaviours have changed.

Doing a case study of Will to check the impacts on his Social and Emotional competency. Like identifying the reason for his self-regulation.

Learning and development area (EYLF)

Children show some interest to engage in socialising through circle time.While interacting with the book.

Outcome 3.1- Outcome 2.1 Children develop a sense of connectedness to groups and communities and an understanding of their reciprocal rights and responsibilities as active and informed citizens(EYLF,2022).

Key focus

(SEC)

Focusing on identifying different emotions that children come across each day in different contexts.

Significant learnings

Showing empathy towards others.

Expressing the feelings verbally(For example like Maddy,I am not feeling happy.)

Timing

15-20 minutes best to do at circle time.

Resources

Educator

The colourful monster storybook.

Environment

The indoor environment near the reading corner.

Step 1

Observing/collecting information

Jeffery and Amin observe Wills’s behaviour. They listen to Will

saying “Stupid small, smaller, smallest. Yuk food!”. Will pumps both fists in the air and says “Yuk food, yuk food, yuk food!”.Jeffery and Amin imitate Wills’s behaviour.

Step 2

Analyse the learning

Will is showing up the self-regulation of frustration towards the meal. Jeffery and Amin are trying to imitate the self-regulation that Will is showing up.

Step 3

Planning

Planning on reading the book called ‘The colour monster.’ about identifying different emotions and

Step 4

Implementing

Implementing the planning of the book aiming the goals of reading the book ‘The colourful monster”.during the circle time.

And leave the book in the reading corner to see the childrens’ interest towards reading the particular book.

Step 5

Children showing more interest towards reading the book.It also help them to experience that different emotions have different

Reflecting/evaluating

reactions.And every individual express different Social emotional competency.

Learning and development area (EYLF)

Children interacting with one another and getting connected to other children which can lead to understand about others and their rights.

Outcome 2.1 Children develop a sense of connectedness to groups and communities and an understanding of their reciprocal rights and responsibilities as active and informed citizens.

Key focus

(SEC)

Focusing on interaction and socialization.

Significant learnings

Showing verbal and non verbal expression towards the peers.

Showing interactions toward the peers.

Timing

15-20 minutes outdoor learning space to run around and play.

Resources

Educators to instruct.

Outdoor scavenger hunt worksheet Pencil.

Environment

Outdoor garden.

Step 1

Observing/collecting information

Will show more interest to play outdoor on the slide.

Will is not showing up much interest to play together with his peers.

Jeffery and Amin Talking Between them and not showing much interest to interact with others in the room including Will.

Step 2

Analyse the learning

Will is showing up with the Emotional competency of less

interaction with others. Jeffery and Amin are themselves most of the time and show up in much social interaction.

Step 3

Planning

Planning on the game scavenger hunt for him to interact slowly

with his peers. Scavenger hunt games can be helpful to implement the basic skill of socialization while interacting and finding the objects.

Step 4

Implementing

Implementing the game scavenger hunt is to target the goal of interaction and socialisation, which can help children to be enthusiastic and involved.

Step 5

Reflecting/evaluating

All the children engaging in scavenger hunt very

Enthusiastically Interacting to one another to find the things in the list.