ECS-560: Student Conflict Resolution Assignment

Conflict is a natural part of the human experience. Young children are experimenting with their autonomy and independence, and developmentally they are egocentric. In your classroom and at the school site, there will be conflicts. Consider how children interact with others at a young age and learn how to resolve conflict.
Use the following scenario to inform your assignment:
Crystal and Kimber are kindergarteners in your class. They alternate between being best friends and worst enemies, depending upon the day. Today, during center time, Crystal accidentally hit Kimber with the dump truck. Kimber cries and cries and refuses to be solaced. She angrily shoves Crystal, who hits her head. Both children are cleared by the nurse and parents are called. However, the classroom conflict escalates throughout the day.
In a 1,000-1,250 word essay, create a specific plan to resolve the conflict that includes the following:
At least 2-3 de-escalation techniques for conflict between Kimber and Crystal.
At least 2-3 strategies to create a calm, positive atmosphere for the other students during a conflict.
At least 2-3 strategies to incorporate positive interactions between Kimber and Crystal and the other students.
Description of a follow-up or debriefing session with Kimber, Crystal, and their families.
Support your plan using at least three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Please follow the rubric. Thank you!!

Readings for assignment

Read “Helping Toddlers Resolve Conflicts (Rules of Engagement),” by Lansbury, located on the Janet Lansbury website.

Don't use plagiarized sources. Get Your Custom Essay on
ECS-560: Student Conflict Resolution Assignment
Just from $10/Page
Order Essay

Helping Toddlers Resolve Conflicts (Rules of Engagement)

 

Read the text and watch the video, “These Toddlers Are NOT Sharing,” by Lansbury, located on the Janet Lansbury website.

http://www.janetlansbury.com/2011/10/these-toddlers-are-not-sharing/

 

Read “Ways Child Care Providers Can Teach Young Children to Resolve Conflicts,” located on the Extension website.

http://www.extension.org/pages/25762/ways-child-care-providers-can-teach-young-children-to-resolve-conflicts#.VddU5vlViko

 

Read “Don’t Fix These Toddler Struggles” and watch the video, by Lansbury, located on the Janet Lansbury website

http://www.janetlansbury.com/2011/12/dont-fix-these-toddler-struggles-i-love-this-video/

 

Read “Culturally Responsive Strategies to Support Young Children with Challenging Behavior,” located on the National Association for the Education of Young Children website.

https://www.naeyc.org/resources/pubs/yc/nov2016/culturally-responsive-strategies

 

Grading Rubric

Course Code Class Code
ECS-560 ECS-560-O500 Student Conflict Resolution 100.0
Criteria Percentage 1: No Submission (0.00%) 2: Insufficient (69.00%) 3: Approaching (74.00%) 4: Acceptable (87.00%) 5: Target (100.00%) Comments Points Earned
Criteria 100.0%
De-escalation Techniques   [CEC S5.5; S3.3; NAEYC 4a; InTASC 3(p)] 20.0% Not addressed. De-escalation techniques are not provided, the techniques are irrelevant or inappropriate for addressing the situation, and/or the techniques are not supported with scholarly, relevant research. De-escalation techniques are not fully developed and/or are not supported with scholarly, relevant, timely research. Techniques may not address the situation in a safe, ethical, and appropriate manner. Appropriate de-escalation techniques are addressed and are generally supported with scholarly, relevant, timely research. Techniques are likely to address the situation in a safe, ethical, and appropriate manner. Relevant and realistic de-escalation techniques are explained and are well-supported with scholarly, relevant, timely research. Techniques are well-suited for addressing the situation in a safe, ethical, and appropriate manner.
Strategies to Create a Calm, Positive Atmosphere  [CEC S2.4; NAEYC 4a; InTASC 3(p); InTASC 3(q)] 20.0% Not addressed. Strategies are inappropriate or irrelevant for maintaining a calm, atmosphere for other students during conflict are provided. Strategies are not sufficiently supported with research. Strategies for maintaining a calm, positive atmosphere for other students during conflict are vaguely described. Strategies may not be supported by relevant and timely research. At least 2-3 reasonable strategies are explained for maintaining a calm, positive atmosphere for other students during conflict are provided. Strategies are generally supported with relevant and timely research. At least 2-3 relevant and realistic strategies are explained for maintaining a calm, positive atmosphere for other students during conflict are provided. Strategies are well-supported with relevant and timely research.
Strategies to Incorporate Positive Interactions  [CEC S2.4; NAEYC 4a; InTASC 3(p); InTASC 3(q)] 20.0% Not addressed. Strategies are inappropriate or irrelevant for incorporating positive interactions between Kimber and Crystal and the other students are provided. Strategies are not sufficiently supported with research. Strategies for incorporating positive interactions between Kimber and Crystal and the other students are vaguely described. Strategies may not be supported by relevant and timely research. At least 2-3 reasonable strategies are explained for incorporating positive interactions between Kimber and Crystal and the other students are provided. Strategies are generally supported with relevant and timely research. At least 2-3 relevant and realistic strategies are explained for incorporating positive interactions between Kimber and Crystal and the other students are provided. Strategies are well-supported with relevant and timely research.
Description of Follow-up or Debriefing Session   [CEC S5.5; S3.3; NAEYC 4a; InTASC 3(p)] 10.0% Not addressed. Debriefing session is inappropriate or inadequately developed. Debriefing session is vague or overly simplistic for addressing students, or is not well-suited for the students or situation. Debriefing session is adequately described and appropriate for the students and the situation. Debriefing session is clear, realistic and well-suited for the students and the situation.
Thesis Development and Purpose 5.0% Not addressed. Thesis and/or main claim are not apparent nor appropriate to purpose. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 5.0% Not addressed. Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument shows logical progressions.  Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 10.0% Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Paper Format  (use of appropriate style for the major and assignment) 5.0% Not addressed. Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Not addressed. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

Leave a comment

Your email address will not be published. Required fields are marked *