Assignment Role Play Explained for Students (Easy Guide)

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Assignment #3: Role Play -Child Guidance Strategies 30% This assignment gives students the opportunity to demonstrate ideas and techniques from the classroom and readings on how the environment impacts behaviour. Students will use an agreed upon environment to create a fictional child, and then a behaviour of concern, that will be problem- solved. This assignment will indicate the students’ ability to identify how the physical environment might impact a child’s behaviour and how understanding the child is an important piece in listening and supporting them through their problems. Behaviour Guidance provides children with appropriate and positive models of behaviour and helps them to develop respect, self-regulation, self-confidence and sensitivity as they learn and grow. Guidance is needed while appropriate behaviour is happening, as well as before, during, and after undesirable behaviour is displayed. Emotional and behavioural self-regulation contributes to young children’s growing independence. It is this growing ability to control their own feelings and behaviour that eventually allows a child to become more skilled in their relationships with children and adults, for example, when playing together or making decisions together. In the early years, children’s self-regulation skills are still developing and can often go up and down. Being able to consistently regulate their own feelings and behaviour is a major task for a young child. For this assignment your group (2-3 students) will collaborate to consider and create an early learning and childcare setting where a child can feel confident in their growing social and emotional learning. Assignment length: (750-1000, double spaced, APA) Part 1: Each group member will bring a picture of their early childhood setting (without children) for the group to discuss and use for context in this assignment. Students will communicate what they feel is successful in their environment and areas of concern. Discussion will be offered in a collaborative and positive frame that offers ideas on changes that could be made to the environment using the learning from this class. After a discussion on each environment, students will choose one image/ one environment to use as a setting for this assignment. Students then will consider how the set-up of play areas has an immediate impact on the behaviour of both staff and children. (Students will write a paragraph that summarizes this discussion and a paragraph that describes the chosen setting). Part 2: The group will then work to create a fictional child. Honouring the importance of relationships, the group will consider the following information to showcase who this child is. (Students will describe this child in their second section). ï‚· What is the child’s natural temperament and disposition? ï‚· Domain of development: Where is the child at? Strengths? Skills that need to be supported further? This will be used to create your baseline understanding of the child. ELCC-205: Updated August 18, 2023 1ï‚· Relationship: Include information on the child’s systems and experiences. (Think about how long the child has been in the program. What do you know about this child’s family, culture, community? ï‚· Include information from other perspectives. What do the child’s family and other caregivers think and say about the child? Part 3: Students will then create a fictional scenario, written in a narrative first person, that involves both the chosen setting and the fictional child. This scenario will highlight a behaviour of concern that the students would like to address and support the child in developing both effective communication and social and emotional skills. This part will be written through the child’s lens and consider how the environment was used by the child to communicate their problem to others. (Students will describe this scenario in their third section). Part 4: Students will use the above scenario and write a script of an educator/child conversation to focus on child guidance techniques and supporting developing relationships between the educator and child. The focus of this role play script will be the use of positive guidance techniques found on the Child and Teacher Classified Concern Continuum as outlined in class. (Students will write out a script of this interaction in the fourth section). Examples of these techniques must include: ï‚· Active listening ï‚· I messages’ ï‚· Problem Solving steps ï‚· Negotiation ï‚· Starts with active listening if appropriate and uses I messages: clearly demonstrates active listening and reframing skills ï‚· Shows an understanding of problem solving and negotiation ELCC-205: Updated August 18, 2023 2Assignment #3: Role Play -Child Guidance Strategies Grading Sheet 30% Student’s Names: ________________________________________ Grading Criteria ï‚· Participated in authentic and respectful discussion to offer feedback to peers on environmental concerns in group work ï‚· Created introduction paragraph that includes clear understanding of the impact of environment to support social and emotional development /6 ï‚· Written assignment highlighted a fictional child that was represented with a strong image of the child. Students were able to add detail in the following areas: ï‚· Child’s natural temperament and disposition were created. ï‚· Developmental Domains: Where the child at… Strengths? Skills that need to be supported further? This will be used to create your baseline understanding of the child. ï‚· Information on the child’s systems and experiences were included (Think about how long the child has been in the program. What do you know about this child’s family, culture, community? ï‚· Multiple perspectives: What information did the family or other caregivers provide? /8 ï‚· The scenario highlighted a behaviour of concern ï‚· Written through the child’s lens using a narrative writing style in the first person /6 ï‚· Shows an understanding of problem solving and negotiation ï‚· Helps children identify the problem ï‚· Allows children to come up with possible solutions and problem solve ï‚· Helps children decide on a solution and carry it out ï‚· Uses encouragement to reinforce process ï‚· demonstrates active listening and reframing skills ï‚· Uses I messages’ ï‚· Demonstrates a working knowledge of the continuum /8 ï‚· Assignment meets length requirements and follows the grammatical rules of the English Language, and is in APA formatting /2 Instructor Feedback /30 ELCC-205: Updated August 18, 2023

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