Preschool Case Study: Supervision Plan

Focused Topics Sexual Development & Behavior in Children and Youth Lesson 7 Explore Preschool Case Study: Supervision Plan Guide	WWW.VIRTUALLABSCHOOL.ORG ACTIVITY ID: 23056 Name Certifier Date
Directions: Revisit the case study below and review how the supervision plan was completed. Reflect on how your program would implement this plan and whether there are additional supports or personnel needs. Share your thoughts with a trainer, coach, or administrator. Preschool Case Study: Henry Henry is a 5-year-old child in a preschool classroom. Alicia, a staff member, describes Henry as an outgoing and social child. He has a variety of interests and certainly enjoys the opportunity to socialize with peers in the program. Henry lives with his father, Michael, mother, Brandy, and 14-year-old brother, Gavin. Brandy was deployed six months ago, and Michael has shared that this has been difficult for the family. Technology seems to play a large presence in Henry’s household, and he frequently speaks to staff and peers about shows and video games that contain violence and sex. Henry explores these themes during play and will pretend to “shoot” people, mimic sex-like interactions with dolls, and sometimes use sexually explicit language. When staff members talk with Henry about his actions and language, he says that Gavin talks this way and that, “Daddy lets us watch whatever we want.” Staff members praise Henry when he plays or speaks in more appropriate ways and redirect any undesirable behavior. Henry will stop the behavior and language in the moment, but it’s an ongoing issue. Alicia observed Henry and Bao, another preschooler, playing together in the reading area during free choice. Alicia saw Henry pull his pants down, grab Bao’s hand, and forcefully placed Bao’s hand on his genitals. Alicia immediately asked Henry to “stop” and began to discuss safe versus unsafe touching with both children. She was visibly flustered when doing this, and both children became upset and began to cry. After everyone was able to calm down, Alicia spoke individually with each child about the situation. Henry described that he was playing with his friend. When Alicia asked Henry where he learned to play this way, Henry responded, “Gavin asks me to rub his wee wee.” Supervision Plan Child’s Name: Henry Staff Responsible for Supervision Plan: Teaching team and floater staff with the support of coach and administrator Classroom Supervision Standard line-of-sight supervision Supportive shadowing by designated staff during specific classes or activities Supportive shadowing by designated staff at all times Transition Supervision Line-of-sight supervision by designated staff between rooms and activities Supportive shadowing by designated staff during specific transitions Supportive shadowing by designated staff during all transitions Common Area Supervision (Cafeteria, Playground, etc.) Line-of-sight supervision by designated staff Supportive shadowing by designated staff during specific common areas Supportive shadowing by designated staff during all common areas Bathroom/Diapering Supervision Standard bathroom/diapering support Regular bathroom use, but must be accompanied by a staff member to and from Regular bathroom use, but staff to make sure the bathroom is clear before child enters Staff to remain in the bathroom with child or youth Staff Support for Child Learning Child to receive additional support on: Personal space Safe versus unsafe touch Public versus private activities and conversation Correct terminology Social problem-solving Safe and respectful media use Other: staff will model and scaffold appropriate play with toys and peers Communication Expectations Staff communicate behavior incidents and needs to: administrator and coach Administrator to communicate program updates and needs to specialists, families, and staff Family questions or concerns directed to: administrator and coach Additional Notes & Recommendations Teaching team will provide line-of-sight supervision for more structured classroom activities and supportive shadowing during more unstructured/free choice times of the day. Staff should be prepared to step in and provide more supervision and support when needed. Due to the layout and sometimes multiple groups of children using a space at once, Henry will have supportive shadowing in common areas (playground, etc.). Staff will ensure that no other children are in the bathroom when Henry enters. Staff should provide intentional support on personals pace, safe touch, public versus private, terminology, and appropriate play with toys and peers. Provide positive guidance and feedback when Henry engages in appropriate play and peer interaction. Parent Signature / Date: Administrator Signature / Date: Staff Signature / Date: Staff Signature / Date:

Guide

WWW.VIRTUALLABSCHOOL.ORG

ACTIVITY ID: 23056

Name

Certifier

Date

Directions: Revisit the case study below and review how the supervision plan was completed. Reflect on how your program would implement this plan and whether there are additional supports or personnel needs. Share your thoughts with a trainer, coach, or administrator.

Preschool Case Study: Henry

Henry is a 5-year-old child in a preschool classroom. Alicia, a staff member, describes Henry as an outgoing and social child. He has a variety of interests and certainly enjoys the opportunity to socialize with peers in the program. Henry lives with his father, Michael, mother, Brandy, and 14-year-old brother, Gavin. Brandy was deployed six months ago, and Michael has shared that this has been difficult for the family.

Technology seems to play a large presence in Henry’s household, and he frequently speaks to staff and peers about shows and video games that contain violence and sex. Henry explores these themes during play and will pretend to “shoot” people, mimic sex-like interactions with dolls, and sometimes use sexually explicit language. When staff members talk with Henry about his actions and language, he says that Gavin talks this way and that, “Daddy lets us watch whatever we want.” Staff members praise Henry when he plays or speaks in more appropriate ways and redirect any undesirable behavior. Henry will stop the behavior and language in the moment, but it’s an ongoing issue.

Alicia observed Henry and Bao, another preschooler, playing together in the reading area during free choice. Alicia saw Henry pull his pants down, grab Bao’s hand, and forcefully placed Bao’s hand on his genitals. Alicia immediately asked Henry to “stop” and began to discuss safe versus unsafe touching with both children. She was visibly flustered when doing this, and both children became upset and began to cry. After everyone was able to calm down, Alicia spoke individually with each child about the situation. Henry described that he was playing with his friend. When Alicia asked Henry where he learned to play this way, Henry responded, “Gavin asks me to rub his wee wee.”

Supervision Plan

Child’s Name: Henry

Staff Responsible for Supervision Plan: Teaching team and floater staff with the support of coach and administrator

Classroom Supervision

Standard line-of-sight supervision
Supportive shadowing by designated staff during specific classes or activities
Supportive shadowing by designated staff at all times

Transition Supervision

Line-of-sight supervision by designated staff between rooms and activities
Supportive shadowing by designated staff during specific transitions
Supportive shadowing by designated staff during all transitions

Common Area Supervision (Cafeteria, Playground, etc.)

Line-of-sight supervision by designated staff
Supportive shadowing by designated staff during specific common areas
Supportive shadowing by designated staff during all common areas

Bathroom/Diapering Supervision

Standard bathroom/diapering support
Regular bathroom use, but must be accompanied by a staff member to and from
Regular bathroom use, but staff to make sure the bathroom is clear before child enters
Staff to remain in the bathroom with child or youth

Staff Support for Child Learning

Child to receive additional support on:

Personal space
Safe versus unsafe touch
Public versus private activities and conversation
Correct terminology
Social problem-solving
Safe and respectful media use
Other: staff will model and scaffold appropriate play with toys and peers

Communication Expectations

Staff communicate behavior incidents and needs to: administrator and coach
Administrator to communicate program updates and needs to specialists, families, and staff
Family questions or concerns directed to: administrator and coach

Additional Notes & Recommendations

Teaching team will provide line-of-sight supervision for more structured classroom activities and supportive shadowing during more unstructured/free choice times of the day. Staff should be prepared to step in and provide more supervision and support when needed. Due to the layout and sometimes multiple groups of children using a space at once, Henry will have supportive shadowing in common areas (playground, etc.). Staff will ensure that no other children are in the bathroom when Henry enters. Staff should provide intentional support on personals pace, safe touch, public versus private, terminology, and appropriate play with toys and peers. Provide positive guidance and feedback when Henry engages in appropriate play and peer interaction.

Parent Signature / Date:

Administrator Signature / Date:

Staff Signature / Date: