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Sydney Henderson

Professor Johnson
ECE 3350
11 September 2016
The Story of Pat
Pat is a five-year-old in your kindergarten classroom who is quite rough in play and has trouble sharing.
Often, you need to intervene during free play because Pat has snatched other children's toys or pushed and
grabbed onto peers in inappropriate ways. These behaviors are leading, gradually, to peer rejection.
With only this thumbnail sketch, provide responses for the following:
1.

What are some theories that explain why Pat behaves in this way?
2.
What are three specific strategies you might use to address these problems in the
classroom? (Write descriptions that include both formal and informal strategies. Be sure to
include the use of resource persons who could help to develop effective interventions. Also,
make sure to include creative strategies that could be devised by the teacher directly.)

Maturationist Theory:
Pat may have an inborn rough and rugged side.
At some point in time, Pat will learn how tough he is,
and that not all people can take things the same way he may be able to.
Teachers Approach:
Be patient! Talk with Pat about his roughhousing. Ask
him Whyre you pushing my friend? How else can we play with that toy?
Behaviorist Theory:
Pat may have learned this behavior from elsewhere. It is possible he has
siblings that are rough with him, parents that are rough with each other, or watches
shows/plays games (or watches others whom play) that have violence and rough housing
in them.
Pat may be able to be taught to be gentle, through the
modeling from his teacher and peers.
As far as sharing is concerned, Pat may not have many
things of his own at home, therefore when he is able to play with something, he
has a hard time letting go of it.
Teachers Approach:
Lead by example! Get down in the floor and
demonstrate how to play nicely with the toys. Demonstrate gentleness!
Psychoanalytical Theory:
Pat has to learn to control his urge to rough house during play. He also
needs to learn to control his urge to be selfish with toys during play time.
Pat needs the freedom to make decisions on his own. If
Pat cannot makes an incorrect judgement on his level of roughness, an elder may

need to step in and guide him in his decision making process. Pat may need to be
redirected to independent play, or to an alternative toy to play with.
Teachers Approach:
Give Pat freedom! Watch him from a distance, allow him
to feel as though he is in control. If Pat beings being too rough, tell him play
nice or be gentle. If that doesnt work, redirect him to a new play area.
Cognitive-Developmental Theory:
Pat may not understand the social situations he is in or the outcomes of
his behaviors.
Pat may need to be taught other ways to go about
achieving the outcomes he wants. He wants to play with friends, but is unaware
of how to do so without being rough.
Teachers Approach:
Teach Pat his options! Say Pat, if we want to play with
the superman costume, how do we play with it? Do we jump and run around the
room? Do we push and shove our friends? How else could we play with it?
Sociocultural Theory:
Pats thinking and learning are highly influenced by language, social
interaction and culture.
Pat may need direction, and scaffolding in order to be
able to consider how his actions make others feel.
Teachers Approach:
Give Pat suggestions or questions that will scaffold his
decision making! Pat, how would you feel if someone pushed you down?
How would you feel if someone knocked your tower of blocks down? How
can we play without being so rough? How would you feel if I wouldnt share
my toys with you?
Information Processing Theory:
Pat learns by actively constructing meaning from the world around him.
Pat may need directing: Pat, be gentle. Pat, we need
to share.
Teachers Approach:
Structure, structure, structure. Pat, play nicely. Pat, be
gentle.
Ecological System Theory:
Pat is developing within the larger world.
Pat may need support in places other than school. Fixing
the problem at school, but allowing those actions at home will not help Pat to
learn from his experiences and to grow into better decision making. Pats teacher,
parents, babysitters, peers, doctors, church groups, etc all need to be teaching Pat
the same things, and expecting him to act in a certain way.
Teachers Approach:
Create linkages within Pats life. Get his parents and
other caregivers involved. Create a collaboration between many people in Pats
life that will all be helping Pat to learn and develop to the best of his abilities.