Strategy from

Action Plan
Megan Grable • ECED 302
August 22nd 2019
Which strategy will you implement

● I will set up a one-person area where Lincoln can be alone

when he needs to use it.
 Why did you choose this
particular strategy?

● This is under the life skill of self-regulation. Using this strategy

in conjunction with the others where we will focus on self-
soothing techniques such as deep breathing and validating
emotions, these can be used together with the one person area
to help the child regulate.
Why did you choose this particular strategy?

● I selected this strategy because it was something that I could

bring into the classroom in a short amount of time and
introduce the concept of a one-person area. I can introduce the
concept and have the materials available right now. I do not
need to schedule an additional meeting with the parents to
implement.
What are the steps you need to take
to implement it?

● Bring in the materials, which are the soft “log” with pillows.
Clean out an area of the room to place the item in. Talk with
the kids about one person areas and how they should be used.
Quiet area
example:
Log shaped area,
blankets, pillows
What is your timeline for those steps?

● Bring in the area before the children arrive in the morning. Talk
about the proper use of the area during the first circle
Explain how implementing your strategy is
attainable in the allotted time frame.

● I will be able to introduce the concept of the area and help

facilitate the use of the area when needed throughout the week.
Who will need to be involved in supporting
you and how will you attain their support?

● Other teachers on board with its use and having a “script” of

how we direct kids to the area when they need some alone time.
 How will you know it has been
successful?

● It will be successful when the child is able to use the area when
he is upset or needs some space from another person, without
being direct to use the area by a teacher.
 Where are you in the
implementation process?

● I brought in the area and talked to the kids at circle about how
to use it and how it is for one person only, to use when they
need some alone time.
What have you accomplished, specifically,
and how do you feel about what you
have accomplished?
● So far, the novelty of having a new area in the classroom has
proved to be enticing for kids, we’ve had to do a few reminders
about here only being one child at a time allowed in the area. I
predict once the novelty has worn off, it will be more effective.
We did direct the child in the area a few times and he seemed
hesitant at first, but he did like laying with his blanket in the
area.
 What’s next?

● Continued focus on directing him into the area for use when he
is sad or angry. Acknowledging his feelings and allowing him
the space and time to work them out.
A very short summary on your story
of the strategy implementation -
How did it go?
● All in all, the strategy is going okay. He’s been directed to the area a few
times, sometimes Lincoln chooses to use it, sometimes he would rather
go somewhere else. Since we want the use of the are to be his choice,
we respect that, not opting for it to be a time-out area, as I have heard
of other places using it for. I should have brought in a peer who has
used this strategy in the past to act as a guide. Lincoln does have
friends that he relates to, and it may have worked better had I done so.