Reading Response Assignment for HDFS 226, Child Development
Introduction
This essay is based on the article “Instead of Discipline, Use Guidance.” The responses in work herein, are based on this article unless referenced otherwise. For clarity purposes, the paper is divided into three parts. Part one is the emotional reaction, the feelings I developed as I read through the article. The second part provides an elaboration of specific examples from the paper and how they relate to my own experiences around discipline and guidance. Finally, the third part is a contemplation, reflection on why, as an adult, it is critical to guide the children to learn to resolve their problems on their own.
Part One: Emotional Reaction
Reading the article, “Instead of Discipline, Use Guidance” has been an emotional experience on my part. For the first time, I have learned the thin line that separates discipline from punishment. Precisely, when a child is embarrassed as a result of singling him or her as part of a discipline strategy, then this behaviour amounts to punishment. Punishment, unfortunately, hurts the child’s development as well as those around them. As I read through the article, I was able to see how wrong I have been most of the time when applying the principle of “discipline.” I have quoted the word discipline because, in reality, I have been punishing the children, and not helping them out to solve their problems as an adult. This realization honestly is embarrassing.
Reading the article, therefore, is a life-changing experience. I have seen how teacher Beth Wallace managed to transform Jeremiah through emotional intelligence into a young, competent leader. I feel I have an excellent opportunity to re-adjust my approach when dealing with young children to help them develop into responsible children as I read through and interact with significant examples of how adults can support children’s development. I cannot stop the “little voice” in my head, nagging me about the difference I can make if only I adopt a guidance approach instead of discipline when handling the young children.
Part Two:
In this section, I will use specific examples from the article to compare and connect to my experience around discipline and guidance. Honestly, making this kind of comparison is challenging and thought-provoking. I will, therefore, try my best to provide a detailed account of how I have dealt with these kinds of scenarios before. Having read the article, reflecting on my own experiences, is nostalgic. I feel good because, without these past scenarios, I would not have learned critical child development lessons. On the other hand, I feel bad because I now realize that I failed as a leader, an adult, and an educator.
The following are the specific excerpts from the article that I will use to illustrate my own experiences around discipline and guidance.
Example One
“Jason, age 42 months, is the only one at the playdough table. He gets a grin on his face and pulls the whole chunk of dough in front of him. He starts working the dough and mutters, “Makin’ a dinosaur nest and eggs.”
“Danish, age 52 months, sits at the table and sees Jason has all the dough. She says, “Hey, give me some!” Jason hands Daeisha a tiny bit and circles his arms around the big mound.” Danish responds by grabbing a large handful of dough out from under Jason’s arm. Jason screams. When he tries to grab the dough back, Daeisha pushes him and starts kneading the playdough. Teacher Kris sees Jason on the floor, yowling, and Daeisha using playdough as if nothing has happened.”
This example is a common occurrence when dealing with young children. The following are the specific ways in which I have handled such situations. First, I would call-out to the two children and say, “Daeisha, please stop harassing Jason!” and proceed, “that is inappropriate of you!” If Danish fails to give back the playdough, then I would walk over to the children and comfort Jason, then coerce Daeisha to return the extra playdough taken from Jason. Finally, I would advise Daiesha to be polite and avoid taking items from friends using violent means.
Comparing how I handled this kind of situation in the past and how teacher Kris managed it using a guidance approach, I can now tell why in my case, Daeisha would “withdraw” and remain aloof for the better part of the day.
Example Two: Elaboration of Personal Experience Using Specific Examples
“One day, I overheard a fracas in the block corner. I stood up to see what was going on, ready to intervene. Jordan, just 26 months old and only talking a little bit, had a truck. Franklin, 50 months old, decided it was his turn to use the truck. I took a step forward, ready to go to their aid, but paused when I saw Jeremiah (then 60 months old) approach them.”
I have handled this kind of situation before. The following are the exact steps I did take to resolve the impasse. First, I would walk over to the children and calm them down, “Franklin, what is the problem?” Why is Jordan crying? I would then wait for the response from Franklin. Usually, Franklin would say, “teacher, Jordan has played with the truck for long, I wish to play with it too.” At this point, I would turn to Jordan and ask Jordan, “is it true that you have used the truck for long?” Jordan would either nod in approval or disapproval. Based on his response, for example, if he approves, then I would request him to play with it for the next two or three minutes before passing it to his friend.
Part Three: Contemplation
Having read the article and related specific examples from the paper to my own experiences around discipline and guidance, I feel that allowing the children to solve their problems is essential. Using a guidance approach to help them master their emotions and solve their problems is a critical development process that makes children grow into responsible young leaders. For example, Jeremiah managed to apply the same strategy used by teacher Beth Wallace. As a result of helping both Franklin and Jordan resolves their problem, the competency and self-esteem of Jeremiah became evident.
Helping children to solve their problems is, therefore, significant in their cognitive and emotional development. The children grow up knowing that they have a responsibility to care for one another and offer solutions that are mutual to all the parties involved—intervening to solve the children’s problems all the time without allowing them to come up with a solution on their limits their development. When children are guided appropriately like in the case of Jeremiah, then, they can solve their problems peacefully without the intervention of teachers or parents while at home.
Conclusion
In a nutshell, I have learned how to support children through the guidance approach instead of discipline in problem solving and cognitive development. As an adult and educator, it is my responsibility to inspire confidence in young children through guidance to allow them to become responsible problem-solvers and leaders both in school and at home. The guidance approach also reduces embarrassment, resentment, and withdrawal characteristics that affect children and those around them.