1.What is my problem? 2.What are some solutions? 3.What would happen next? 4.Give the solution a try!
literacy so that she feels comfortable and more in control of the emotions that she is feeling at the present moment. For instance, she may say that she is nervous that the kids will not accept her, or scared that she won’t be as good at climbing as the other kids are. She may be feeling these things in conjunction with feeling of excitement and curiosity for climbing. Next, I would focus on encouragement and show excitement for the activity. Such as, “I know you do a great job at the climbing the jungle gym, I’m excited to see you use your climbing skills on this as well”. I would also think about what the child enjoys and focus on that. Perhaps the child likes competition, or likes to play with some of the kids who are climbing the wall, or likes teaching kids new skills that they know. I would focus on this skill and point out how they would get it from this particular activity. If motivation and talking about emotions does not seem to convince Latoya to want to join in yet. I may try a more in depth approach. During circle or group time, I would discuss with the other kids, without pointing out Latoya the importance of asking other kids, who may feelleft out, to join in with the group. This activity would focus on empathy and being able to relate emotions that they have felt at some point to others. If this occurs again, I wouldapproach on the kids who are playing on the climbing wall and ask them to invite Latoya to join in. She may be feeling afraid of rejection from the others and this would help let her know that she is welcome. Another approach would be to allow Latoya to practice the climbing wall by herself or with a small group at a quieter time of the day. She may be feeling nervous that her skills will not be as good as the others and just needs a little encouragement to be able to try in front of a group. Tommy has a dilemma. He was just invited to a movie with Chuck, but his best
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- Fall '14