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· Hocker and Wilmot provide the acronym T.R.I.P. to help you remember issues related to differing conflict goals. Describe the different goals, and then using a conflict of your choosing, explain the ways in which each is relevant to your understanding of that conflict.
· Explain how goals in a conflict can change over time. Be sure to use the terms from the text in your explanation

Respond to James post

The Unit 4 Case Study on “Finding Your Voice” describes a conflict of power in which Amanda perceives that Roland is always raising his voice and does not value her feedback. An inference that I perceive of Amanda is that she has a low capacity to empathize, communicate, and resolve conflicts. Amanda is unable to regulate her emotions which affects her ability to effectively communicate with Roland. Her cup is also half empty when we it is revealed that she always wants to quit when having her daily struggles with Roland.
Instead of communicating with Roland, she turned to Chris for help. Chris understands some of the attributes used in individual power currencies. Described by (Hocker & Wilmot), the Acroynm RICE stands for Resource control, Interpersonal linkages, Communication skills, and Expertise. (2014. p. 120) Using RICE, Chris begins to ask Linda questions about office supplies and her job responsibilities and reminding Amanda of her resource control communication. Chris reminds Linda of her knowledge of medical terms and the ability to explain the terminology to the customers which she is in the central person in this exchange and falls under interpersonal linkages. Chris recommends to Linda to formally express her concerns to Roland so that he can relate to her and here her concerns. Communication skills is what Chris is trying to help Amanda to develop. Amanda’s ability to work the supplies, medical terminology, and customers is what makes her an expert and provides her with the power currency that will assist her in resolving this conflict.

Respond to GABRIENA POST  
Direct observation has is so valuable because it offers deeper insight than we, the teachers and caregivers, can gain from unfocused interaction or standardized assessments alone. It gives teachers the opportunities to get to know a child’s personality and temperament better, because we are intentionally watching how the child interacts with materials and peers and how he or she makes decisions.  We also have an opportunity to see evidence of the child’s development in his or her natural environment and activities as they make those decisions. Finally, as time progresses and we do multiple direct observations, we are able to understand how his or her learning has influenced changes in their behaviors. It is critical to record these observations objectively, because a child’s behavior is formed out of his or her culture unique experiences while, sometimes in contrast, we cannot help having bias from our own culture when interpreting. (Wortham & Hardin, 2016). For example, instead of noting “Suzy was very touchy with her peers and is not yet aware of personal space.”, we should write the facts of what we observed, such as, “Suzy gave Laurie a hug when Laurie arrived to class. Suzy reached for and held Laurie’s hand as they walked to circle time together, but Laurie let go after a moment. Suzy then sat as close to Laurie as she could on the carpet, while being sure to stay in her own spot.”  This way we can reflect on the data objectively. After discussions with the parents and getting to know her family well, we might learn that being physically close is not unusual in Suzy’s family.
I chose to observe and document Cody, the little boy in the video.  I chose to use a running record to record my observations. I chose this method because it is a documentation of every observable interaction the child had within a specific timeframe. I found that appropriate because, due to only having access to this short video, we are limited to a specific timeframe and having very detailed notes is valuable when attempting to glean information from such a small sampling of time.

CE 300 Discussion 
Using a Developmental Checklist
After watching this week’s video, “Two Year Olds Playing with Toys”, 
pick one of the children and fill out the Developmental Checklist attach below.
· Which child did you observe in the video to complete the Developmental Checklist?
· What did you learn about this child’s development?
· Identify other non-standardized assessments you would you like to complete. Explain why you selected the specific assessments and in what instance you would use these.
· What are the advantages and disadvantages of using non-standardized assessments?

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