Brenda’s 3-year-olds were ready to go outside. Several days of heavy autumn rains had kept them indoors in the child care center, so today’s clear sky and bright sun were a welcome invitation to break away from usual morning routines and release some pent-up energy.
Brenda and her assistant teacher, Theresa, decided that the playground was out of the question because there were still big puddles in the sandbox and under the swings. “A nature walk,” Theresa suggested, “would be perfect. There are lots of pretty fall leaves, and we could walk to the park to collect acorns and leaves for our science center.”
The children excitedly prepared for their walk. Each child chose a buddy to hold hands with, and the pairs of young children danced and wriggled with anticipation as Brenda and Theresa helped them get into a straight line on the sidewalk.
“Remember,” said Brenda, “we need to hold hands with our partners and walk very carefully on the sidewalk until we get to the park.” Before they had gone even a few feet, however, William, who had just turned three, saw a bright yellow leaf and, dropping his partner’s hand, bent down to pick it up. Louisa, the older 3-year-old directly behind William, immediately tumbled on top of him.
Brenda helped William and Louisa up, and then, kneeling at eye level to William and gently taking his hand, said politely but firmly, “Excuse me, William, you must wait until we get to the park before looking for leaves. Remember, be safe! Hold hands with your partner.” She then gave William a little pat on the shoulder and a smile as she announced, “Okay, is this train ready to go again? Let’s chug, chug, chug down the railroad track! Whooo, whoo! Ding, ding, ding!”
Within minutes, William was again distracted and stooped to pick up an irresistibly bright red leaf, and poor little Louisa was sprawled on top of him just like before. This time, however, she quickly scrambled to her feet, took William’s hand and said in a confident voice, “Exsqueeze me, Weeyum! When you do dat, I faw down!” (Excuse me, William! When you do that, I fall down!)
CASE DISCUSSION QUESTIONS
1. Why do you think Louisa was able to use words to express her frustration rather than biting or hitting?
2. How should Brenda respond to the interaction between William and Louisa? Should she do anything further to correct William’s behavior? Should she attempt to reinforce Louisa for remembering to use words?
3. What should Brenda and Theresa do if William continues to disrupt the nature walk? Can you think of anything preventive that could stop the problem and avoid difficulty on future walks?
4. Are these children learning prosocial behavior? How?
5. Did Brenda and Theresa seem playful, consistent, assertive, and sensitive to the children’s basic needs? Did it appear that developmentally appropriate activities and routines were being carried out?
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