How could this interaction affect carson development

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Reference no: EM133446357

Case Study: Cubby Time Leah is an RECE working in a kindergarten classroom. Leah and her teaching partner, Ms.Ho, have 25 children in their classroom. During large group circle time on Thursday morning, Carson, a four-year-old child, speaks loudly to his friend next to him. Carson ignores Ms.Ho's requests to wait for his turn to speak and continues to talk to his friend. He turns his back to the teacher and begins to pull out some Lego blocks that are tucked away at the edge of the carpet. Carson begins building with the blocks and continues to tell his friend about his weekend in a loud voice, disrupting the group time and interrupting Ms.Ho. After several verbal instructions to stop talking, Ms.Ho signals to Leah that she would like help addressing the challenge. Leah moves close to Carson and says, "Up!" while pointing her finger to the hall. The children in the group all look up. Carson looks up at the group with a confused expression on his face. He follows Leah, with his head turned down, out of the room. Leah says, "Sit in your cubby, Carson, and think about your behaviour. This is the third time this week." Carson sits in his coat cubby just outside the classroom while the class continues with group time. Leah returns to the circle. Several minutes later the group circle is finished. Leah tells Carson he can come back to the classroom after he apologizes to Ms.Ho. As he approaches Ms.Ho, he sees Leah writing his name on the chalk board for the third time this week. Carson begins to cry. Leah walks over to Carson and gives him a hug and says, "This is the rule Carson, stop talking during circle."

Questions: Answer the following questions:

• Consider the teaching partnership and the classroom environment. What were the factors impacting Leah and her responses to Carson?

• Do you think these strategies work in preventing and avoid challenging behaviour in the future? Why or why not?

• How could Leah have supported Carson in his ability to regulate his behaviour during group time? • How could this interaction affect Carson's development and well-being?

• How could Leah's decision-making be guided by the Code of Ethics and Standards of Practice?

• What resources could support Leah in developing strategies in the future?

Reference no: EM133446357

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