Sharing patient that he used to be. The best

Sharing can be a challenge, especially for
the children. This is a
normal part of the children development process. Knowing and accepting this is
the first step in helping your child grow up to be a generous person. Most of
the children need support and practice to develop sharing skill. The child from
the video who do not want to share is in the school-age. By the time most children start school, they’re
beginning to understand that other people have feelings too. This means they’re
more likely to share and take turns, although it might be hard for them to
share a favourite toy. However, school-age children have a strong sense of
fairness and might not want to share toys if they think they will not get a
fair too.


The child in the
video do not want to share toys with his friend. Therefore, the positive
guidance strategies that teacher can use to set up practice session and give
‘on-the-spot’ guidance. The purpose of this strategy is to give the child a
chance to practice newly learned skill with guidance (Chew, 2018).

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The first step in
this strategy is to teach the new skill first- sharing.  At this school-age child, the child will be
much more tolerant and patient that he used to be. The best for the child to
learn generosity is to witness it. (
Therefore, the teacher can make sharing fun to teach the child cooperative
games in which players work together toward a common goal. For example, the
child can do puzzles together, take turn adding pieces, share foods, and make
share projects with the children such as use Lego to build a house, take turn
water the plants and so on. The most important is use the ‘share’ word to
describe what teacher doing and let the child see teacher give and take,
comprise and share with others.


The second step in this strategy is
practice the skill with the child. If the child does not share well, the
teacher can try practising together at school and talking about what they
doing. For example, ‘Let’s share this cookies. You can have some, and I can
have some.’ There is a saying goes, practice make perfect. The teacher should
practice sharing skill with the child several times until the child able to
share with his friends slowly. The teacher should also stay nearby and
encourage the child so he does not forget to share and when the child does try
to share, the teacher can say exactly what he did well and how proud as a
teacher be.

After that, if the child can start to slowly share the toys with others,
the teacher needs to give the child appropriate feedback. As a teacher, we
spend so much time reminding the children to have good behaviour but we easy to
forget praise the children when they do share with someone. Therefore, teacher
should praise the child when teacher see him sharing and let him know how happy
to see him being so nice to his friends and also point out that he’s made that
other child very happy.(L.D,
2015) One of the major guidance children model- behavioural modification model,
teacher can use this model in guiding the children. Behaviour modification is an approach which is
focused on changing behaviours. This form of behaviourism was B.F. Skinner, who
developed the operant conditioning- which suggests that behaviours can be
learned through reinforcement. (Berk, 2013)
Furthermore, one of the behaviour modification technique that is positive
reinforcement, which encourages the children behaviours through the reward system. The
effective examples of positive reinforcement are giving a child a hug when the
child does a good job willing to share with others and teacher can use concrete
rewards such as stickers, candies and weekly or monthly gifts. Furthermore,
praise, a friendly smile and reward boards are also positive reinforcement
which the child enjoy a reward may inspire a disruptive child to able learn sharing
(Woods,2017).  These simple
praises will be more effective at promoting sharing than reprimanding the child
each time his does not. The child will respond best to appropriate feedback.

the forth step is teacher observe the child as the child works with other
child. The teacher will observes whether the child can master sharing skills.
From the observation, teacher will take the toys away; if the child does not
want to share then no one will play with the toys. Before playtime, teacher can ask the child if there’s
anything he’d rather not share, and help him find a good place to keep those
special toys. Then, teacher can ask the child to think of some things that would
be fun for him and his friends to play with together, such as building blocks,
pair work , toy walkie-talkies and art and craft supplies. Therefore, it will help
him to put in a sharing frame of mind when his friends want to play with him(

The last for the step in this strategy is teacher help the child
strengthen a new learned skill-sharing. The
teacher not only emphasizes the importance of sharing through the teaching of
the child itself but also the teacher can teach through the children around him.
For example, the teacher can ask the child’s friends to share the toy with him
too so the child may be more generous if he’s not the only one doing the