Handling A Highly Active Boy Aged 4 Years Old At Right Steps 1 Class In Tumble Tots.
ABSTRACT
Pembuatan Tugas Akhir ini merupakan hasil dari kegiatan magang di
Tumble Tots tanggal 14 Juli sampai 16 Agustus 2014. Saya bertemu dengan
seorang anak yang sangat aktif di dalam kelas dan saya mengalami kesulitan
untuk menangani anak tersebut. Untuk itu saya mengangkat judul
“Menangani Anak Laki-laki Berusia 4 tahun yang Sangat Aktif pada Kelas
Right Steps 1 di Tumble Tots” sebagai topik tugas akhir ini.
Ada beberapa penyebab dari masalah yang saya hadapi, diantaranya:
saya tidak berpengalaman menangani anak tersebut, di samping itu saya
juga tidak mendapatkan pelatihan khusus sebagai asisten guru di dalam
kelas, dan saya tidak mempunyai hubungan yang dekat dengan anak
tersebut. Oleh karena saya sulit menangani anak yang sangat aktif ini di
dalam kelas, ada beberapa dampak yang terjadi, yaitu: anak-anak lain dan
guru terganggu oleh tingkah laku anak tersebut, anak tersebut juga tidak
dapat menyelesaikan tugasnya di dalam kelas dengan tepat waktu, dan saya
merasa lelah ketika saya menangani anak tersebut.
Selanjutnya, ada empat pilihan solusi untuk menangani masalah yang
saya hadapi tersebut. Solusi pertama, saya akan melakukan pengamatan
kelas dan berkonsultasi dengan guru kelas terlebih dahulu. Solusi kedua,
saya akan membangun hubungan dengan anak tersebut dalam kelas. Solusi
ketiga, saya akan mendisiplinkan anak tersebut di dalam kelas. Dan solusi
keempat, saya akan memakai beberapa aktivitas yang melibatkan gerakan
secara fisik di kelas. Berdasarkan hasil analisis, solusi terbaik adalah
gabungan antara solusi-solusi yang diberikan sehingga saya dapat
menangani anak tersebut di dalam kelas.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT................................................................................................i
DECLARATION OF ORIGINALITY...........................................................ii
ACKNOWLEDGEMENTS........................................................................iii
TABLE OF CONTENTS...........................................................................iv
CHAPTER I. INTRODUCTION.................................................................1
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS......................................................7
CHAPTER III. POTENTIAL SOLUTIONS...............................................10
CHAPTER IV. CONCLUSION................................................................17
BIBLIOGRAPHY
APPENCIDES:
A.
B.
C.
D.
FLOWCHART
INTERNSHIP JOURNAL
SCHOOL PROFILE AND BROCHURE
EXAMPLES OF MOVING ACTIVITIES IN THE
CLASSROOM
iv
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
This term paper is based on my internship at Tumble Tots from 14 July
2014 until 16 August 2014. Tumble Tots is an education institution for
preschool to kindergarten children where they can learn life skills since
their young age. I worked as a teacher assistant. Most of the time, I was
teaching at Right Steps 1 class where there were 3-4 years old children.
The Right Steps 1 class was divided into 2 classes, the first class started
from 8 a.m to 10 a.m and the second class started from 10.15 a.m to
12.15 p.m. The duration of each lesson was 45 minutes and there was a
30-minute recess. The children addressed the teacher with “auntie” or
“uncle”. The teacher is the Leader of the classroom and there is a teacher
assistant which is called Supporter. As a teacher assistant, I should be
friendly and cheerful to the children. I became the Supporter in the class
as the assistant of the Leader. I had to handle the children who were
crying and needed assistance. I helped the teacher make the class have a
supportive learning environment. I also monitored the children when they
were playing at the playground.
1
Maranatha Christian University
During my internship, I had to deal with a highly active boy who could
hardly sit nicely on his chair. He liked screaming, running, and disturbing
other children. The other children also followed his actions by moving
around the class and making noises in the class. He did not share the toys
and the books with other children. His behaviors show that he is a highly
active child, as stated by Spring, “a highly active child has a seemingly
endless supply of energy and a very active temperament” (par.1). He also
mentions, “There is no clinical description of the “highly active” child.
Parents may describe these children as “constantly active” and even
“intense” or “uncontrollable”. Or, to reflect the positive side of their
children’s personalities, parent might describe them as “spirited”,
“adventuresome” or “determined” (par.2). In addition, he describes, “A
highly active child has an energetic temperament, very emotional, and can
be devastated” (par.14). Furthermore, Ostergren explains, “The highly
active child always seems to be on the move. He runs more often than
walks …” (par. 2).
I would like to discuss the topic, “Handling A Highly Active Boy Aged 4
years old at Right Steps 1 Class in Tumble Tots” as the topic of my term
paper because it is an interesting topic. I would like to find the solutions of
this problem. If I do not solve this problem, the learning process will not
run effectively. Overcoming this problem will be helpful for me to be a
good teacher to handle highly active children.
2
Maranatha Christian University
B. Identification of the Problem
The focus of my analysis is formulated in the following research
questions:
1. Why did I have a difficulty in handling a highly active boy aged 4
years old at Right Steps 1 class in Tumble Tots?
2. How did the problem influence the boy, the other children, and me?
3. How should I overcome the problem effectively?
C. Objective and Benefits of The Study
There are three objectives of my term paper. First, I would like to
explain the causes of the problem. Second, I would like to present the
effects from the problem. Third, I would like to find out the best solutions to
overcome my difficulty in handling a highly active boy aged 4 years old at
Right Steps 1 class in Tumble Tots. Besides, this study will be useful for
the teachers to gain some insights about handling highly active children in
the classroom. For the readers, they will get information about how to
handle highly active children. For me as the writer, I will have more
understanding to overcome highly active children.
3
Maranatha Christian University
D. Description of the Institution
This data is based on the information from the Internet and brochure.
Tumble Tots is an institution engaged in education that promotes physical
game for children aged 6 months to 7 years. Tumble Tots was founded in
1979 by Bill Cosgrave, a former national coach of Olympic sport in
Southampton. Tumble Tots is a franchise that already has 90 branches in
the United States and consists of 60,000 students. Tumble Tots classes
also have spread across Singapore, Malaysia, Thailand, Hong Kong,
Korea, and Indonesia.
In Bandung, Tumble Tots was established in 2000 at Jl. Maulana Yusuf
no.8 and the other branch at Jl. Galunggung no. 36. The principal of the
school is Fedya Kertatama. Tumble Tots has an integrated system, a good
SOP (Standard Operating Procedure), control and curriculum that always
follow the latest developments with passion and commitment. Tumble Tots
has some facilities, such as the Station and Montessori Room. The Station
is a special room for physical activities. Whereas the Montessori Room is
a “living room” for children. Children could choose their activities such as
practical life exercises, sensorial materials, and language development.
The number of teacher in Tumble Tots at Maulana Yusuf is 20. (“Right
Steps Kindergarten” and “Tumble Tots Skills for Life”).
4
Maranatha Christian University
E. Method of the Study
I have collected some data for this term paper. I get the data from my
internship journal. I also use library research to get some data from books
and articles on the Internet. This data is used to analyze the causes,
effects, and solutions of the problem.
F. Limitation of the Study
The focus of my research is handling a highly active boy aged 4 years
old at Right Steps 1 class in Tumble Tots. My position was a teacher
assistant. I did my internship from 14 July 2014 until 16 August 2014. The
subjects of the research are a highly active boy and me.
G. Organization of Term Paper
This term paper starts with the Abstract, which is the summary of term
paper in Indonesian. Then, it is followed by Declaration of Originality,
Acknowledgements, and Table of Contents. This term paper has four
chapters. Chapter One is the Introduction, that consists of Background of
the Study, Identification of the Problem, Objectives and Benefits of the
Study, Description of the Institution, Method of the Study, Limitation of the
Study, and Organization of Term Paper. Chapter Two is Problem Analysis,
Chapter Three is Potential Solutions, and Chapter Four is Conclusion.
Then, there is a Bibliography, the lists of references that I use. The last
5
Maranatha Christian University
part is Appendices that consist of Flowchart, Internship Journal, School
Profile, and Brochure.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
In this chapter, I would like to present the best potential solution to my
problem. The problem is my difficulty in handling a highly active boy aged 4
years old at Right Steps 1 class in Tumble Tots. The causes of my problem
are I was not experienced in handling this boy, I did not get any training
before a becoming teacher assistant in the class and I did not have a close
relationship with the boy. Then, the effects of my problem are the other
children and the teacher were disturbed by his actions, the boy could not
finish his task on time, and I felt tired, when I handled the boy. Based on the
analysis, I have four potential solutions for overcoming my problem. First, I
will observe and consult with the home teacher. Second, I will build a close
relationship with the boy. Third, I will discipline this boy in the classroom.
Fourth, I will use several moving activities in the classroom.
I choose to apply all of my potential solutions as the best potential
solutions because all potential solutions are effective to use. First, I will
17
Maranatha Christian University
observe the class, so I will get the information about the boy. Then, I will
consult with the home teacher also to learn from the home teacher’s
experience. After that, I will start to build a close relationship with the boy
whenever necessary, I will discipline this boy in the classroom. As Wheeler
states, “the success of assertive discipline depends on first establishing
rapport with students” (52). That’s why I should have the relationship first, and
then I will discipline the boy. Moreover, I will use several moving activities
such as guessing games, building blocks, or bouncing and catching balls. As
a result, I will handle the boy effectively in the classroom.
As a conclusion, I have learnt that it is a challenge for me to learn how to
handle the children effectively. I hope I can handle the boy in the classroom.
Besides, there is a suggestion for teachers at Tumble Tots. I think it is
important to give trainings to students who are going to have an internship. I
believe that it can be more effective to teach and handle children.
18
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Berry, Sharon. 100 Ide Efektif. Trans. Agustien. Surabaya: ACSI, 2011.
Henley, Karyn. Child-Sensitive Teaching Training Guide.Nashville: Child
Sensitive Communication, LLC. 2005.
Wajnryb, Ruth. Classroom Observation Tasks.Cambridge: Cambridge
University Press. 2002.
Electronic Sources
Banks, J. Burton and James H. Quillen. “Childhood Discipline: Challenges for
Clinicians and Parents”. Aafp.org/afp: 15 October 2012. 8 November 2014
.
Bardige, Betty and Marllyn M. Segal. “Building Literacy with Love”
Zerotothree.com: 2005. 14 November 2014
.
Birch, Sondra and Gary W. Ladd. “The Teacher-Child Relationship and
Children’s”. Gse.harvard.edu: 2009. 8 November 2014 .
Maranatha Christian University
Charles and Schwab. “Behavior Basics.” Foresthills.edu: 2009. 5 January
2015 .
“Daily Physical Activity in Schools.” Edu.gov.on.ca: 2011. 5 January 2015
.
Delaney, Jamie. “Boys Beginning School: Behaviour and Performance.”
Scholarship.pitt.edu: 2009. 15 August 2014
.
“Disciple that Works: The Ages and Stages Approach”. Umext.maine.edu:
2010. 8 November 2014 .
“Discipline with Preschoolers”. Pcit.phhp.ufl.edu: 2009. 8 November 2014
.
“Guiding Children’s Behavior (DISCIPLINE)”. Tpcd.org: 2011. 12 November
2014 .
Joseph, Gail and Phillip S. Strain. “Building Positive Relationships with Young
Children”. Vanderbilt.edu/csefel: 2010. 8 November 2014 .
Loop, Erica. “How Does the Lack of Teacher Education Affect the Children
in Child Care?” Preshcooler.thebump.com: 2010. 21 October 2014
.
Ostergen, Carol. “Parenting Your Unique Child.” Parenting.uwex.edu: 2009.
Maranatha Christian University
12 September 2014 .
Ostrosky and E.Y. Tung. “Building Positive Teacher-Child Relationships”
Vanderblit.edu: 2009. 26 January 2015 .
Rice, Jennifer. “The Impact of Teacher Experience.” CALDER. August 2010.
3 October 2014 .
Spring, Bonnie. “The Highly Active Child.” Sugar.org: 2009. 12 September
2001 .
Wheeler, Victoria. “Positive Teacher.” Sagepub.com: 2011. 31 October 2014
.
Wells, Stefanie. “Moving through the Curriculum the Effect of Movement on
Student Learning, Behaviour, and Attitude.” Smcm.edu: 2010. 12 October
2014 .
“Young Children Develop in an Environment of Relationships.”
Developingchild.harvard.edu: 2011. 4 January 2015 .
Maranatha Christian University
Pembuatan Tugas Akhir ini merupakan hasil dari kegiatan magang di
Tumble Tots tanggal 14 Juli sampai 16 Agustus 2014. Saya bertemu dengan
seorang anak yang sangat aktif di dalam kelas dan saya mengalami kesulitan
untuk menangani anak tersebut. Untuk itu saya mengangkat judul
“Menangani Anak Laki-laki Berusia 4 tahun yang Sangat Aktif pada Kelas
Right Steps 1 di Tumble Tots” sebagai topik tugas akhir ini.
Ada beberapa penyebab dari masalah yang saya hadapi, diantaranya:
saya tidak berpengalaman menangani anak tersebut, di samping itu saya
juga tidak mendapatkan pelatihan khusus sebagai asisten guru di dalam
kelas, dan saya tidak mempunyai hubungan yang dekat dengan anak
tersebut. Oleh karena saya sulit menangani anak yang sangat aktif ini di
dalam kelas, ada beberapa dampak yang terjadi, yaitu: anak-anak lain dan
guru terganggu oleh tingkah laku anak tersebut, anak tersebut juga tidak
dapat menyelesaikan tugasnya di dalam kelas dengan tepat waktu, dan saya
merasa lelah ketika saya menangani anak tersebut.
Selanjutnya, ada empat pilihan solusi untuk menangani masalah yang
saya hadapi tersebut. Solusi pertama, saya akan melakukan pengamatan
kelas dan berkonsultasi dengan guru kelas terlebih dahulu. Solusi kedua,
saya akan membangun hubungan dengan anak tersebut dalam kelas. Solusi
ketiga, saya akan mendisiplinkan anak tersebut di dalam kelas. Dan solusi
keempat, saya akan memakai beberapa aktivitas yang melibatkan gerakan
secara fisik di kelas. Berdasarkan hasil analisis, solusi terbaik adalah
gabungan antara solusi-solusi yang diberikan sehingga saya dapat
menangani anak tersebut di dalam kelas.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT................................................................................................i
DECLARATION OF ORIGINALITY...........................................................ii
ACKNOWLEDGEMENTS........................................................................iii
TABLE OF CONTENTS...........................................................................iv
CHAPTER I. INTRODUCTION.................................................................1
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS......................................................7
CHAPTER III. POTENTIAL SOLUTIONS...............................................10
CHAPTER IV. CONCLUSION................................................................17
BIBLIOGRAPHY
APPENCIDES:
A.
B.
C.
D.
FLOWCHART
INTERNSHIP JOURNAL
SCHOOL PROFILE AND BROCHURE
EXAMPLES OF MOVING ACTIVITIES IN THE
CLASSROOM
iv
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
This term paper is based on my internship at Tumble Tots from 14 July
2014 until 16 August 2014. Tumble Tots is an education institution for
preschool to kindergarten children where they can learn life skills since
their young age. I worked as a teacher assistant. Most of the time, I was
teaching at Right Steps 1 class where there were 3-4 years old children.
The Right Steps 1 class was divided into 2 classes, the first class started
from 8 a.m to 10 a.m and the second class started from 10.15 a.m to
12.15 p.m. The duration of each lesson was 45 minutes and there was a
30-minute recess. The children addressed the teacher with “auntie” or
“uncle”. The teacher is the Leader of the classroom and there is a teacher
assistant which is called Supporter. As a teacher assistant, I should be
friendly and cheerful to the children. I became the Supporter in the class
as the assistant of the Leader. I had to handle the children who were
crying and needed assistance. I helped the teacher make the class have a
supportive learning environment. I also monitored the children when they
were playing at the playground.
1
Maranatha Christian University
During my internship, I had to deal with a highly active boy who could
hardly sit nicely on his chair. He liked screaming, running, and disturbing
other children. The other children also followed his actions by moving
around the class and making noises in the class. He did not share the toys
and the books with other children. His behaviors show that he is a highly
active child, as stated by Spring, “a highly active child has a seemingly
endless supply of energy and a very active temperament” (par.1). He also
mentions, “There is no clinical description of the “highly active” child.
Parents may describe these children as “constantly active” and even
“intense” or “uncontrollable”. Or, to reflect the positive side of their
children’s personalities, parent might describe them as “spirited”,
“adventuresome” or “determined” (par.2). In addition, he describes, “A
highly active child has an energetic temperament, very emotional, and can
be devastated” (par.14). Furthermore, Ostergren explains, “The highly
active child always seems to be on the move. He runs more often than
walks …” (par. 2).
I would like to discuss the topic, “Handling A Highly Active Boy Aged 4
years old at Right Steps 1 Class in Tumble Tots” as the topic of my term
paper because it is an interesting topic. I would like to find the solutions of
this problem. If I do not solve this problem, the learning process will not
run effectively. Overcoming this problem will be helpful for me to be a
good teacher to handle highly active children.
2
Maranatha Christian University
B. Identification of the Problem
The focus of my analysis is formulated in the following research
questions:
1. Why did I have a difficulty in handling a highly active boy aged 4
years old at Right Steps 1 class in Tumble Tots?
2. How did the problem influence the boy, the other children, and me?
3. How should I overcome the problem effectively?
C. Objective and Benefits of The Study
There are three objectives of my term paper. First, I would like to
explain the causes of the problem. Second, I would like to present the
effects from the problem. Third, I would like to find out the best solutions to
overcome my difficulty in handling a highly active boy aged 4 years old at
Right Steps 1 class in Tumble Tots. Besides, this study will be useful for
the teachers to gain some insights about handling highly active children in
the classroom. For the readers, they will get information about how to
handle highly active children. For me as the writer, I will have more
understanding to overcome highly active children.
3
Maranatha Christian University
D. Description of the Institution
This data is based on the information from the Internet and brochure.
Tumble Tots is an institution engaged in education that promotes physical
game for children aged 6 months to 7 years. Tumble Tots was founded in
1979 by Bill Cosgrave, a former national coach of Olympic sport in
Southampton. Tumble Tots is a franchise that already has 90 branches in
the United States and consists of 60,000 students. Tumble Tots classes
also have spread across Singapore, Malaysia, Thailand, Hong Kong,
Korea, and Indonesia.
In Bandung, Tumble Tots was established in 2000 at Jl. Maulana Yusuf
no.8 and the other branch at Jl. Galunggung no. 36. The principal of the
school is Fedya Kertatama. Tumble Tots has an integrated system, a good
SOP (Standard Operating Procedure), control and curriculum that always
follow the latest developments with passion and commitment. Tumble Tots
has some facilities, such as the Station and Montessori Room. The Station
is a special room for physical activities. Whereas the Montessori Room is
a “living room” for children. Children could choose their activities such as
practical life exercises, sensorial materials, and language development.
The number of teacher in Tumble Tots at Maulana Yusuf is 20. (“Right
Steps Kindergarten” and “Tumble Tots Skills for Life”).
4
Maranatha Christian University
E. Method of the Study
I have collected some data for this term paper. I get the data from my
internship journal. I also use library research to get some data from books
and articles on the Internet. This data is used to analyze the causes,
effects, and solutions of the problem.
F. Limitation of the Study
The focus of my research is handling a highly active boy aged 4 years
old at Right Steps 1 class in Tumble Tots. My position was a teacher
assistant. I did my internship from 14 July 2014 until 16 August 2014. The
subjects of the research are a highly active boy and me.
G. Organization of Term Paper
This term paper starts with the Abstract, which is the summary of term
paper in Indonesian. Then, it is followed by Declaration of Originality,
Acknowledgements, and Table of Contents. This term paper has four
chapters. Chapter One is the Introduction, that consists of Background of
the Study, Identification of the Problem, Objectives and Benefits of the
Study, Description of the Institution, Method of the Study, Limitation of the
Study, and Organization of Term Paper. Chapter Two is Problem Analysis,
Chapter Three is Potential Solutions, and Chapter Four is Conclusion.
Then, there is a Bibliography, the lists of references that I use. The last
5
Maranatha Christian University
part is Appendices that consist of Flowchart, Internship Journal, School
Profile, and Brochure.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
In this chapter, I would like to present the best potential solution to my
problem. The problem is my difficulty in handling a highly active boy aged 4
years old at Right Steps 1 class in Tumble Tots. The causes of my problem
are I was not experienced in handling this boy, I did not get any training
before a becoming teacher assistant in the class and I did not have a close
relationship with the boy. Then, the effects of my problem are the other
children and the teacher were disturbed by his actions, the boy could not
finish his task on time, and I felt tired, when I handled the boy. Based on the
analysis, I have four potential solutions for overcoming my problem. First, I
will observe and consult with the home teacher. Second, I will build a close
relationship with the boy. Third, I will discipline this boy in the classroom.
Fourth, I will use several moving activities in the classroom.
I choose to apply all of my potential solutions as the best potential
solutions because all potential solutions are effective to use. First, I will
17
Maranatha Christian University
observe the class, so I will get the information about the boy. Then, I will
consult with the home teacher also to learn from the home teacher’s
experience. After that, I will start to build a close relationship with the boy
whenever necessary, I will discipline this boy in the classroom. As Wheeler
states, “the success of assertive discipline depends on first establishing
rapport with students” (52). That’s why I should have the relationship first, and
then I will discipline the boy. Moreover, I will use several moving activities
such as guessing games, building blocks, or bouncing and catching balls. As
a result, I will handle the boy effectively in the classroom.
As a conclusion, I have learnt that it is a challenge for me to learn how to
handle the children effectively. I hope I can handle the boy in the classroom.
Besides, there is a suggestion for teachers at Tumble Tots. I think it is
important to give trainings to students who are going to have an internship. I
believe that it can be more effective to teach and handle children.
18
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Berry, Sharon. 100 Ide Efektif. Trans. Agustien. Surabaya: ACSI, 2011.
Henley, Karyn. Child-Sensitive Teaching Training Guide.Nashville: Child
Sensitive Communication, LLC. 2005.
Wajnryb, Ruth. Classroom Observation Tasks.Cambridge: Cambridge
University Press. 2002.
Electronic Sources
Banks, J. Burton and James H. Quillen. “Childhood Discipline: Challenges for
Clinicians and Parents”. Aafp.org/afp: 15 October 2012. 8 November 2014
.
Bardige, Betty and Marllyn M. Segal. “Building Literacy with Love”
Zerotothree.com: 2005. 14 November 2014
.
Birch, Sondra and Gary W. Ladd. “The Teacher-Child Relationship and
Children’s”. Gse.harvard.edu: 2009. 8 November 2014 .
Maranatha Christian University
Charles and Schwab. “Behavior Basics.” Foresthills.edu: 2009. 5 January
2015 .
“Daily Physical Activity in Schools.” Edu.gov.on.ca: 2011. 5 January 2015
.
Delaney, Jamie. “Boys Beginning School: Behaviour and Performance.”
Scholarship.pitt.edu: 2009. 15 August 2014
.
“Disciple that Works: The Ages and Stages Approach”. Umext.maine.edu:
2010. 8 November 2014 .
“Discipline with Preschoolers”. Pcit.phhp.ufl.edu: 2009. 8 November 2014
.
“Guiding Children’s Behavior (DISCIPLINE)”. Tpcd.org: 2011. 12 November
2014 .
Joseph, Gail and Phillip S. Strain. “Building Positive Relationships with Young
Children”. Vanderbilt.edu/csefel: 2010. 8 November 2014 .
Loop, Erica. “How Does the Lack of Teacher Education Affect the Children
in Child Care?” Preshcooler.thebump.com: 2010. 21 October 2014
.
Ostergen, Carol. “Parenting Your Unique Child.” Parenting.uwex.edu: 2009.
Maranatha Christian University
12 September 2014 .
Ostrosky and E.Y. Tung. “Building Positive Teacher-Child Relationships”
Vanderblit.edu: 2009. 26 January 2015 .
Rice, Jennifer. “The Impact of Teacher Experience.” CALDER. August 2010.
3 October 2014 .
Spring, Bonnie. “The Highly Active Child.” Sugar.org: 2009. 12 September
2001 .
Wheeler, Victoria. “Positive Teacher.” Sagepub.com: 2011. 31 October 2014
.
Wells, Stefanie. “Moving through the Curriculum the Effect of Movement on
Student Learning, Behaviour, and Attitude.” Smcm.edu: 2010. 12 October
2014 .
“Young Children Develop in an Environment of Relationships.”
Developingchild.harvard.edu: 2011. 4 January 2015 .
Maranatha Christian University