Category Archives: ECE 118. Assessing Behavior

Assessing Behavior of Young Children

How Should we Transfer what We Should?


What’s up with us now?

Chaos here and there … there has been a lot which we need to unlearn from the archives of our past.  There should be a lot which we need to learn & re-learn from the scenarios of our present.

Adult as we are, we may not identify which is which to learn and unlearn at this point in time — How much more a child would?

Everything now is at stake! – don’t you think so?

If we ever intend to “map-out” a good journey for our children’s future, there are “Windows of opportunity” which we need to look into; yet we vaguely are able to ascertain which and what and how.


Children Learn What They Live; Children Live What They Learn

Children learn what they live

Children live what they learn

Teach them the way to love in their hearts

They will find love in the world.

If a child lives with criticism, he learns to condemn,

If a child lives with hostility, he learns to fight.

If a child lives with ridicule, he learns to be shy.

If a child lives with shame, he learns to feel guilty.

If a child lives with tolerance, he learns to be patient,

If a child lives with encouragement, he learns confidence,

If a child lives with praise, he learns to appreciate,

If a child lives with fairness, he learns justice.

If a child lives with security, he learns to have faith,

If a child lives with approval, he learns to like himself,

If a child lives with acceptance and friendship,

he learns to find love in the world.

taken from Les Crane Desiderata album

How a child learns and develops is very critical!

UNAWARE as we possibly are, children would even learn even those that we do not teach.

This fact makes it even more DANGEROUS — for we are not so sensible of the things and actions that children may capture.

Now the thing is, WHAT is it that WE SHOULD TRANSFER to each child? and HOW should we transfer what we should? [please expound your idea through AN ARTICLE of your own, with your own title.]

In this Millennial Age, if we ever want to make REAL TRANSFORMATION, we have to see children in a new light!  They are not ours to just keep, they are our RESPONSIBILITY TO NURTURE – and most importantly, they could be THE CHANGE that we could be OPTIMISTIC ABOUT!

photo credits:


What will make you Ready?

In this course, we will be Assessing the Behavior of Young Children who belong to our Early Childhood Education Program.

If you will initially be asked to do your first “Assessment Task” among these Young Children, what “emphasizing truth?” could you observe?  Do the kids really get that “meaningful experience” which should be rendered to them in terms of Assessment?

More often than not, most of us may have that natural tendency to identify factors that should give that “consequential experience” from the outside – such as lack of facilities, number of teachers, inconsistencies, and the likes – such that we may find it an excuse that our actions are limited by the outside “consequences”. But US, being part of Early Childhood Education should be the first customers of our program. Attempting to Assess the Young Children’s Behavior is just like “looking into their eyes” with an “innate skill” which “i feel” is actually not significantly accorded in any Teacher Trainings if there are any.

We can never really see what lies within each child’s eyes if we haven’t exerted effort “looking into our own” – for we can never really deliver that “meaningful experience” if we haven’t even devoted ourselves through it.

“The first years of life are important because what happens in early childhood can matter in a lifetime!” – Harvard, 2009

Assessing Behavior of Children
Kids have dreams! They hope we would care to shape their future!

Our existence as teachers would matter in each child’s lifetime – yet, we can never really give what we don’t have; and we wouldn’t know what to give if we wouldn’t identify what we have. In the same way, we wouldn’t really strive to work for something else if we are not aware of what we don’t have.

To BEST BEGIN, why not strive “to look into your own eyes” – the window of your soul!?

It’s never too late: PEEP-INto your OWN WINDOW! Grab this opportunity now … look within, query around, reflect on feedbacks, find opportunities of your better understanding your “self” so that you may also be able to understand the young children you’re catering to.

Begin filling in your window:

ECE 116. 10-1. Blog Post 1. Johari Window

Photo Credit to: content/uploads/2012/07/johari_window.png

This is a Johari Window, a Model developed by American psychologists Joseph Luft and Harry Ingham in 1955, an idea derived as the upshot of the group dynamics in University of California. The name ‘Johari’ came from joining their first two names: Jo-Har-I.

As a Psychological Tool, the ‘Johari’ window model is relevantly used to identify TWO TRUTHS in your life: the “known”  and the “unknown” areas which you and others “see” and “do not see” .

It could aid in improving self-awareness, ‘soft’ skills and in motivating personal development as you go through the journey of discovering “who you are” as a person. – while you enhance your perception on others through social  “trust” as you thrive to achieve the task of understanding and enhancing communication for interpersonal development when you’re already in a group.

Each person is represented by the Johari model through four quadrants or window panes which signify personal information, feelings, motivation and whether that information is known or unknown to oneself or others in four viewpoints:

  1. Open self” or Arena – the “Public” area which you and others see in you: attitudes, behavior, emotions, feelings, skills and views.  You typically do not mind discussing with others this part of you. Most of the time you agree with this view you have and others have of you upon “feedback solicitation”.
  2. Hidden Self” or Façade– the “Private” area which  you see in yourself but others don’t; known to you but is kept unknown from others which you feel reluctant to reveal: feelings, past experiences, fears, secrets, faults, weaknesses, and dysfunctions due to modesty, vulnerability & protection.
  3. Blind self” or blind spot–the area which you do not see in yourself but others see in you: those that others know in a group but you are unaware of it. Others may interpret yourselves differently than you expect; sometimes a mismatch between your talk & walk which you fail to detect.
  4. Unknown Self” area – the “Undiscovered” area of your self that you cannot see nor others around you: your feelings, capabilities, talents; even the traumatic past experiences or events which can be unknown for a lifetime and makes you unaware till you discover your hidden qualities and capabilities through observation of others. You would need to strive for Open Communication to effectively decrease the unknown area and thus to communicate effectively.

So long as you are ever willing to open up those windows, more doors of opportunities will be opened.

Now that you have accomplished such self-discovery and disclosure, how do you think would this self-assessment help you in Assessing the Behavior of Young Children?


Thanks & Credits to these links:

We Should Do Something for Them!

Assessing Behavior of Children
Kids have dreams!

From Early Childhood to Growth …

Amidst Individual Differences which are needed to be addressed and understood, someone out there should say “i care”!

Welcome to this Course: Assessing Behavior of Young Children and find out for yourself “how you can” and “how should” you “care to care”!