Sharing too (Raising children network, 2017). The

Sharing can
be a challenge, especially for the children. This is a normal part of the children development process. Most of the
children need support and practice to develop sharing skill. By the time most of the children start school, they’re
starting to understand that other people have feelings too. This means they’re
more likely to share and take turns, although it might be hard for them to
share a favourite toy. However, school-age children have a strong sense of
fairness and might not want to share toys if they think they will not get a
fair too (Raising children network, 2017).

 

The child in the
video does not want to share toys with his friend. Therefore, the positive
guidance strategies that teacher can use to set up practice session and give
‘on-the-spot’ guidance. The purpose of this strategy is to give the child a
chance to practice newly learned the skill with guidance (Chew, 2018).

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The first step in
this strategy is to teach the new skill first- sharing.  At this school-age child, the child will be
much more tolerant and patient that he used to be. Therefore, the teacher can teach
the child cooperative games in which players work together toward a common goal
to make sharing fun. For example, the child can do puzzles together, take turn
adding pieces, share foods, and make share projects with their friends such as
use Lego to build a house, take turn water the plants and so on. The most important
is use the ‘share’ word to describe what teacher doing and let the child see teacher
give and take, comprise and share with others.

 

The second step in this strategy is
practiced the skill with the child. If the child does not share well, the
teacher can try practicing together at school and talking about what teacher
doing. For example, ‘Let’s share these cookies. You can have some, and I can
have some.’ There is a saying goes, practice makes perfect (L.D, 2015). The
teacher should practice sharing skill with the child several times until the
child able to share with his friends slowly. Then, the teacher can stay nearby
and encourage the child so he does not forget to share and when the child does
try to share, the teacher can say exactly what he did well and how proud as a
teacher be.

After that, if the child can start to slowly share the toys with others,
the teacher needs to give the child appropriate feedback which is the third
step in this strategy. As a teacher, we spend too much time reminding the
children to have good behaviour but we easy to forget praise the children when
they do share with someone. Therefore, teacher should praise the child when
teacher see him sharing and let him know how happy to see him being so nice to
his friends and also point out that he’s made that other child very happy(L.D, 2015). One of the major model for
guidance children- behavioural modification model, teacher can use this model
in guiding the children. Behaviour modification is an approach which is focused
on changing behaviours. This form of behaviourism was B.F. Skinner, who
developed the operant conditioning- which suggests that behaviours can be
learned through reinforcement (Berk, 2013). Furthermore,
one of the behaviour modification technique that is positive reinforcement,
which encourages the children behaviours through the reward system. The
effective examples of positive reinforcement are praise, a friendly smile and
reward boards when the child does a good job which willing to share with others.
Teacher can also use concrete rewards such as stickers, candies and weekly or
monthly gifts (Woods, 2017). These simple praises will be more effective
at promoting sharing than reprimanding the child each time his does not. The
child will respond best to appropriate feedback.

Then,
the forth step is teacher observe the child as the child works with another
child. The teacher will observe whether the child can master sharing skills.
From the observation, teacher will take the toys away; if the child does not
want to share then no one will play with the toys. Therefore, teacher can ask the child if there’s anything
he’d rather not share, and help him find a good place to keep those special
toys. Then, teacher can ask the child to think of some things that would be fun
for him and his friends to play with together, such as building blocks, pair work,
toy walkie-talkies and so on. Therefore, it will help him to put in a sharing
frame of mind when his friends want to play with him (Babycenter, 2016).

The last for the step in this strategy is teacher help the child
strengthen a newly learned skill-sharing. The
teacher not only emphasizes the importance of sharing through the teaching of
the child itself but also can teach the children around him. For example, the
teacher can ask the child’s friends to share the toy with him too so the child
may be more generous if he’s not the only one doing the giving. From this strategy,
teacher not only give the child practice sessions on how to be sharing child
but teacher should give ‘on-the-spot’ guidance if the child do not want to share
and lead to fight with others. Therefore, this will be effective positive
guidance strategy for the children.