Establish and implement plans for developing cooperative behaviour
Knowledge Assessment
1. It is important to establish guidelines for children's behaviour so that all educators are consistent. These guidelines must also be compatible with the cultural and social context of the families and community within which the service operates. Complete the following table by providing the aim of the regulation or standard.
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Regulation or Standard
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Specific section/ item
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Aim
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National Regulations
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Regulation 155:
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outlines the obligations of an education and care service in developing and maintaining relationships with children. Under the National Law, an education and care service is required to ensure that interactions with children encourage their development, including the development of self-reliance and self-esteem; maintain the dignity and rights of each child; give each child positive guidance and encouragement toward acceptable behavior and have regard to the family and cultural values, age and physical and intellectual development of each child
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National Regulations
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Regulation 168:
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provides for the policies and procedures which must be kept and followed by an education and care service
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National Quality Standards
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QA 6.1
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Supportive relationships with families
Element 6.1.1 Engagement with the service
Element 6.1.2 Parent views are respected
Element 6.1.3 Families are supported
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National Quality Standards
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QA 6.2
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Collaborative partnerships
Element 6.2.1 Transitions
Element 6.2.2 Access and participation
Element 6.2.3 Community engagement
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Code of Ethics
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In relation to families, I will:
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1. Listen to and learn from families, in order to acknowledge and build upon their strengths and competencies, and support them in their role of nurturing children.
2. Assist each family to develop a sense of belonging and inclusion.
3. Develop positive relationships based on mutual trust and open communication.
4. Develop partnerships with families and engage in shared decision making where appropriate.
5. Acknowledge the rights of families to make decisions about their children.
6. Respect the uniqueness of each family and strive to learn about their culture, structure, lifestyle, customs, language, beliefs and kinship systems.
7. Develop shared planning, monitoring and assessment practices for children's learning and communicate this in ways that families understand
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Early Years Learning Framework
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Outcome 1Element 6.1.3
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Readily available information supports the partnership between families and the service and assists in developing a shared understanding of the detail of service operation. School age care educators are also sensitive to the conduit role they provide between families and school
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Early Years Learning Framework
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Outcome 2
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Children are connected with and contribute to their world |
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United Nations Rights of the Child
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Article 2 (Non-discrimination)
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The Convention applies to all children, whatever their race, religion or abilities; whatever they think or say, whatever type of family they come from. It doesn't matter where children live, what language they speak, what their parents do, whether they are boys or girls, what their culture is, whether they have a disability or whether they are rich or poor. No child should be treated unfairly on any basis.
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United Nations Rights of the Child
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Article 3 (Best interests of the Child)
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The best interests of children must be the primary concern in making decisions that may affect them. All adults should do what is best for children. When adults make decisions, they should think about how their decisions will affect children. This particularly applies to budget, policy and law makers.
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2. Match the contributing factors to the example scenarios given in the following table
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Contributing Factor
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Scenarios
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Childcare environment/ program
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a.) Arianne is 2.3 years of age. She constantly takes toys from other children, saying "Mine!". The other children get upset and cry when she comes near them.
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Home and family situation
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b.) Maria is 3.6 years of age. She has spent considerable time in hospital because of extreme asthma. Her parents are very worried about her and tend to be 'over-protective'. Maria cries if not being given one-on-one attention when in the Centre
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Age and developmentally appropriate behaviour
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c.) Brian (3.4 years) commenced care four weeks ago. He finds it difficult to separate from his mother in the morning. When his mother leaves, an educator takes his comfort rug away from him and puts it up high 'so he won't lose it'. Brian gets very upset and cries for long periods of time. When he finally stops, he refuses to talk to any of the educators
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Health and wellness
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d.) Ellen (4.2 years) lives in poverty with her single mother and three siblings. Ellen finds it difficult to share, prefers to play alone and can be physically aggressive towards other children if they come into her play space.
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Community and culture
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e.) Luke (4.6 years) is an only child and often described as active and curious. At childcare, Luke is disruptive, noisy, attention-seeking, and often says he's 'bored'. He will interrupt other children's games, group times and routines
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Educator practice
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f.) Tom (3.9 years) lives with his parents and four older brothers in an area of town where violence and abuse occur frequently. Tom becomes angry very quickly, displaying temper and aggression towards other children, educators and/ or equipment. His language includes several swear words and 'put downs'.
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3. Ruffin (2009) writes on the developmental stages of children's social development, this knowledge should influence how educators establish and apply limits and guidelines for behaviour. Complete the following table.
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Stage of social development
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Educator best practice
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Newborn - 18 months
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One year - Mid 2's
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Mid 2's - Mid 4's
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Mid 3's - 5 years
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Mid 4's - 6 years
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4. To complete this question refer to the following reading:
Supporting and managing children's behaviour: An early childhood resource. Produced by DECS Publishing R2196/2 p.15
Site behaviour code: In the reading ‘A site behaviour code supports positive outcomes for children, families, educators and the community" in the management of children's behaviour
a) How does the reading define a site behaviour code?
b) List six ways the site behaviour code supports positive outcomes for children, families, educators and the community?
5. To complete this task, refer to the following reading:
Developmentally appropriate child guidance: Helping children gain self-control. Mosier, W. (2009).
a) Why is it important to involve the children in developing guidelines and rules for behaviour?
b) How can you involve 3 year olds in a cooperative approach to developing guidelines and rules for behaviour?
c) How can you involve 4 year olds in a cooperative approach to developing guidelines and rules for behaviour?
d) Room rules can be reinforced through role playing, singing songs, and reading children's books about the rules. Research one song or rhyme that you could use with 4 year olds to reinforce assisting with packing away. List the name and details.
6. It is essential that educators respond to emerging challenging behaviours in a timely and appropriate manner. List the six (5) ways educators can fulfil this responsibility
The response to emerging challenging behaviours is timely and appropriate and is evident when there is:
7. List the ten levels of the Guidance Continuum that educators can use to support children while managing behaviour.
1 = least intervention 10 = most intervention
8. Explain the concept of ‘Mistaken Behaviour' developed by Gartrell (2004)
9. Read each scenario and answer the questions
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Swearing
Georgie (2.5 years) is trying to stack some blocks which keep falling over. After the third attempt he says, 'Damn buddy bugger blocks!'
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Swearing
Georgie (2.5 years) is trying to stack some blocks which keep falling over. After the third attempt he says, ‘Damn buddy bugger blocks!'
a) Is Georgie's reaction mistaken behaviour or unacceptable behaviour
b) Using the guidance continuum, select the level of intervention you would apply as an educator
c) Give reasons for your answer.
Name Calling
Mitchell (2.11 years) desperately wants to play with ‘big boys'. He tries to join in their activities but invariably falls or trips. Today he fell while the boys were running, cutting his knee. He cried loudly when he realised his knee was bleeding. The leader of the group, Tom (3.5 years), began to chant: ‘Cry baby Mitchell, Cry baby Mitchell'. The ‘other big boys' joined in the chant.
a) Is Tom's reaction mistaken behaviour or unacceptable behaviour?
b) Using the guidance continuum, select the level of intervention you would apply as an educator
c) Give reasons for your answer.
10. When challenging behaviour is identified, gathering information from all involved in caring for the child will assist in the design of the behaviour management plan.
Define the information/influences that should be considered when behaviour of concern is identified.
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Context
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Information/Influences
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The Child's Context
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Parents
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The Environment
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11. Listed below are some basic principles for guiding behaviour. For each principle provide an explanation for its importance when devising strategies to guide the development of positive behaviour in young children.
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Principle
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Explanation
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Focus on the behaviour
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Children are learners when it comes to behaviour
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Children who display unacceptable behaviour need adult support and guidance
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Strategies for guiding behaviours should vary to suit the child and the situation
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A primary goal for behaviour management should be self-regulation
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12. Time-out was a popular behaviour management strategy of the 1970's. Its effectiveness and appropriateness for use in early childhood has been challenged
List 5 reasons why the use of time-out is considered to be an inappropriate behaviour management strategy for young children?
13. Explain the practice of ‘self time-out' and how it can be used to assist a child to develop self-regulation and learn how to manage and control his/her emotions.
14. Define the skills and abilities required by children to manage conflict.
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Conflict resolution skills
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The ability to respect the rights of others
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The ability to control expressions of anger
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The ability to assert themselves in a socially acceptable manner
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The ability to share one's own ideas and to listen to those of others
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15. Using the Five finger formula suggested by Gartrell (2004), describe how you would assist the children to apply a conflict resolution strategy to resolve the following scenario so that there is a win:win outcome for the children
The Dinosaurs
Paki and Lewis (4yrs) have been busy in the sandpit. They have used palm fronds and large rocks to create a landscape.
Paki: ‘I know, let's go get the dinosaurs. This can be their home!'
Lewis: ‘Yeah!'
The boys race off and bring back a box containing various dinosaurs.
Paki: ‘I'm having the Tyrannosaurus Rex.'
Lewis: ‘No, it's my turn. You always get to have it. It's not fair.'
Paki: ‘It was my idea so I get to choose first. You can have the Brontosaurus.'
Lewis: ‘No, I'll have the Brachiosaurus.'
Paki: ‘No, I'm having that one too.'
The argument becomes heated with both boys yelling at each other.
16. Read the scenario and answer the related questions.
What Happened?
Inaam, Jipla and Carrie (4.7yrs) are playing in home corner. The girls have taken on roles as mother, baby and daughter. The play continues happily for around 20 minutes and then the girls begin to argue about the direction of the play. Inaam (mother) wants the daughter (Carrie) to go to the shops to get food while she puts the baby (Jipla) to bed. Jipla wants to go to the shops with Carrie. They all begin to argue. Jipla announces that she is ‘not playing any more' and pushes past Inaam who stumbles backwards and knocks over two chairs. ‘Now look what you made me do!' she screams at Jipla.
The educator turned when she heard the crash and rushed over.
‘What's going on here? Who knocked over the chairs?'
Jipla points at Inaam, ‘She did.'
‘Inaam get up and go and sit on the mat by yourself and think about your behaviour.'
Inaam walks towards the mat crying. ‘It wasn't me.'
‘Jipla and Carrie tidy up this mess and go and find something else to do. You have all been extremely silly and I am very annoyed!'
Fifteen minutes later the educator approaches Inaam. ‘Well Inaam what have you got to say for yourself?'
Inaam bows her head and says ‘Sorry'
Educator: ‘Right, you can go and find something else to do away from the other girls.'
a. Suggest why the educator's intervention was inappropriate
b. What do you think the girls ‘learnt' from the educator's handling of this disagreement? (It may not be ‘positive' learning.)
c. Applying Gartrell's (2004) Five finger formula list the steps the educator should have used to guide the children in conflict resolution.
17. Educators can identify behaviours of concern through functional assessment. What is the purpose of functional assessment?
18. Information on behaviour is gathered from observations which must be reliable, valid and free from bias. Define reliable, valid and free from bias in the context of educator's observations of children's behaviour
19. Information gathered in relation to a child's behaviour can be used when analysing the child's behaviour and/or when communicating or liaising with those people who care for the child or when making referrals. List five stakeholders who could read the child's documentation.
20. There are six steps in a functional assessment.
Complete the table by explaining how each step is implemented - i.e. what actions do the educators need to apply?
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Steps in Functional Assessment
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Implementation
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1. Identify challenging behaviour
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2. Select observation strategies
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3. Identify your present explanation for the behaviour.
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4. Describe present corrective attempts. What are you doing now in response to the behaviour?
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5. Generate a new explanation for the behaviour.
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6. Change how you respond.
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21. Once a functional assessment has been completed, you would need to share your findings with all those involved with the child and gather information from them too.
Who would you want to include in this process?
22. List the key points that the educator must take into account when discussing behaviour concerns with parents.
23. Complete the following table by matching the five key steps in a behaviour plan and the explanation of how each step would be implemented.
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Behaviour Plan Steps
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Implementation
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Step 1:
Defining behaviours that cause concern
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a) Consider what strategies the educators will use to help the child achieve behaviour change ensuring the plan is realistic and that resources are available. Decide on educator responses to be used by everyone involved and that the responses are culturally appropriate.
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Step 2:
Setting goals and objectives
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b) Continue to implement the behaviour plan and closely monitor the effect it is having - positive or negative! Record observations and discuss the process with others. Make changes, modifications gradually if needed. Consider referral to relevant support services if additional assistance is appropriate.
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Step 3:
Selecting activities and strategies
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c) Educators need to specifically identify the behaviour causing concern and analyse why it may be happening, and in relation to the child's abilities, age and developmental stage.
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Step 4:
Implementing the plan
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d) Ensure all educators are in agreement and understand the behaviour plan. The plan must be developed in accordance with the services philosophy and policies. There must be consistency. Implement the planned strategies and consequences every time the targeted behaviour occurs.
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Step 5:
Monitoring and reviewing
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e) Write a series of goals and objectives to achieve the goals. Short term goals need to be specific and need to help the child achieve the long term goals.
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24. Tick the behaviour descriptions which are reliable, valid and free from bias
- He is always naughty
- She never listens
- He has difficulty joining play situations with peers
- She finds it hard to control her emotions, particularly anger
- He's spoilt and selfish
- She uses language that insults, hurts other's feelings and ends interactions
- He's aggressive
- He will physically hit, push or kick if not able to have his way
25. Explain the difference between Short Term Objectives and Long Term goals. Give one example of each.
26. Selecting activities and strategies
a. How would you decide the activities/actions/experiences that would be the focus of your plan for this child?
b. How would you decide the strategies/consequences/rewards to be used?
27. Implementing the behaviour plan
Tick the appropriate strategies for educators to use when implementing a behaviour plan.
- The objectives and goals are clearly explained to everyone involved.
- Not all educators agree that there is a problem.
- The child's parents have been included in the discussion and planning.
- The regular Room Leader will be away for the next six weeks on Long Service Leave.
- Printed copies of the behaviour plan have been distributed to all educators, Director and the child's parents.
- The environment has been organised to minimise the potential for inappropriate behaviour
- Not all educators have been informed of the behaviour plan.
- A date has been set for a review meeting.
- Educators know what observations and comments to record and where to record them.
28. Monitoring and reviewing.
Explain why it is important to monitor and review the effectiveness of the Plan.
29. Read each attached observations about Jonty and then answer the following question
INTERPRETATION OF OBSERVATIONS
When and where the behaviour occurs (include day, educators or children, times of day, routines & activities that may impact on this behaviour)
Possible reasons for the behaviour (include reference to mistaken or deliberate, age appropriateness, temperament, personality, stress levels, cultural practices)
Impact on environment, program, other children
Assumed reasons for the behaviour
Activities and experiences enjoyed by the child
Activities, experiences, routines which pose a challenge for the child
Attachment:- Observations.rar