ECE_313_week_4_assignment.docx ECE 313 Children™s Story ECE 313 Collaboration with Parents & Community Children™s Story Imagine being 2 years old and you do not have the ability to speak as your verbal language deve
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ECE_313_week_4_assignment.docx ECE 313 Children™s Story ECE 313 Collaboration with Parents & Community Children™s Story Imagine being 2 years old and you do not have the ability to speak as your verbal language development is just starting and you want a toy another child has. Being a toddler is hard. How can you ask for the toy? When will you get a chance to have a turn? Because you are unsure what to do, you become frustrated and begin to cry, take the toy from the other child, then hit them. Now you are stuck with the consequences of your actions and you have no idea why. As an educator, it is important to understand the development of young children and know how frustrating it can be for them, as they are navigating how to handle their emotions, as well as navigate their ability to express their wants and needs. Due to their development overtime, they have not mastered certain skills and they are frustrated. It is an educator's role to guide children with regulating their emotions and behaviors, as well as help parents on their journey of teaching their young children. This can be in the form of scaffolding children and providing parents resources to assist their child in development and choose the proper discipline. Raising and guiding children to make the right choices is not an easy task, there are many obstacles that may arise during the process. What is the right guidance or discipline for a frustrated child who took a toy and hit? How can you assist the parent when dealing with certain issue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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