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Module04CourseProjectonJana12.docx

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Module04_Course_Project_Template.docx

For this assignment, use your critical thinking skills and knowledge learned in this course to identify short - term and long - term goals and developmentally appropriate strategies you can implement that would help support and guide Jana in learning new ways to manage behavior.

Needs

1. Identify what needs Jana might not be getting. Why?

In helping Jana manage her behavior, it is important to observe and reflect keenly on what Jana does. It is best first to identify the trigger or deeper cause (Copland, 2019). As implied, Jana could be lacking something and is using the behavior to seek attention. Even before identifying the needs Jana might be lacking, the first major step should to start documenting her behavior and the activities that occur just before it. This could be through pictures, anecdotal notes, or designing a behavior chart. On the needs, Jana appears to be bored which makes her uneasy and irritable. She is not able to interact with children of her age well and her parents do not give her much attention due to their busy schedule. She also lacks many toys to keep her busy.

2. Discuss which areas of PILES does Jana need support in? How would you know?

Jana needs support in the emotional domain of PILES. This is because her parents have not been able to build that good emotional connection with her. This is clear because she is not able to identify, process, and express her feelings in the best way.

Jana also needs support in the social domain of PILES. This is because she hardly has social interactions with her peers, avoids them and when she does she lacks healthy conflict resolution skills (Copland, 2019). However, more observation is required, to clearly notice her behavior which will inform the best way to support her under the social domain.

Goals

1. Identify two (2) long - term goals for Jana and why you chose them.

a) Enabling Jana to talk freely and communicate her needs directly to her parents or care provider. This goal is selected because its achievement will mean that Jana is able to constructively use her time i.e. playing around when she is bored and she is able to express her feelings directly instead of being uneasy (Hoemann et al., 2020).

b) Enable Jana take lead initiative and leadership when engaging with her peers by serving as a source of inspiration to them. This goal has been developed because if Jana is able to tale lead initiative among her peers it means that she will have been able to overcome her interaction challenges. To attain such a behavior, it also means that she will have gone a mile further to develop emotional intelligence that would allow her to understand her peers appropriately and she would be interacting with them in a way that they draw inspiration from her (Copland, 2019).

2. Identify two (2) short - term goals for meeting each long - term goal you have chosen.

For Long Term Goal A

I. Help Jana to process and express her feelings in a better manner.

II. Developing a language to talk about emotion and modelling potential positive emotional responses for Jana in real-time situations. This should be done in collaboration with her parents.

For Long Term Goal B

I. Helping Jana understand where she fits in in her peer community

II. Helping Jana penetrate into peer engagements

Strategies

1. Describe three (3) developmentally appropriate strategies you can implement that would help Jana meet the long-term goals you have identified for her.

a) It is important to create a space where Jana is able to express her feelings well and develop her emotional intelligence gradually. This should happen spontaneously by encouraging conversations why Jana could be feeling the way she does. Promoting self-awareness and model-mindfulness could help her feel better too.

b) Actively engaging Jana in activities which help in her development in either all the domains in the PILE model or tailored to a specific domains especially the social and emotional domain (Washington-Nortey et al., 2020). During this process, focus on observing her behavior process, and seeing how she responds. This should be documented in real time and later reviewed to evaluate contributions towards achievement of the set goals.

c) Encourage her parents to deepen their bond with Jana and spend quality time with her too. Encourage them to talk to her and listen actively as she narrates her experiences. They should then note key areas that need further development. They could also engage her with stories and play around with her too.

References

Copland, D. (2019, May 28). How To Build A PILES Child Development Chart. Himama. Retrieved June 1, 2021 from https://blog.himama.com/matching-preschool-classroom-activities-to-the-piles-developmental-domains/

Hoemann, K., Vicaria, I. M., Gendron, M., & Stanley, J. T. (2020). Introducing a Face Sort Paradigm to Evaluate Age Differences in Emotion Perception. The Journals of Gerontology: Series B.

Washington-Nortey, P. M., Zhang, F., Xu, Y., Ruiz, A. B., Chen, C. C., & Spence, C. (2020). The Impact of Peer Interactions on Language Development Among Preschool English Language Learners: A Systematic Review. Early Childhood Education Journal, 1-11.