Plans for Developing Cooperative Behaviour - Assignment Example

Name Institution Course Tutor Date Еstаblish аnd imрlеmеnt Plаns fоr dеvеlорing соореrаtivе bеhаviоur Assessment Task 1: Short Answer 1. Choose an age group of children that you work with. Give five examples of inappropriate behaviours that may be cause for concern for that age group Age group; 3-5 years Noisy making, disobedient, carelessness when playing with others, being all over and being destructive 2. Discuss how you might gather relevant information about the child displaying the inappropriate behaviour Through holding an interview with the parents or guardians to the children Observation Filling of a questionnaire 3. Identify two possible triggers for inappropriate behaviours Emotional reactions, developmental stages, and other people’s actions (Furlong, et al, 319) 4. Discuss the impact of these behaviours on the child and others The child quarrels with the parents and the caretakers. This gives a hard time to the caretakers thus they end up not meeting the expected behaviour from the child. The child is subjected to punishment in most cases (Farmer, and Michael, 318) 5. Describe how you may respond to these behaviours Understanding the child and avoiding judging him or her in order to make him or her attain a positive attitude that could result to a change of the undesirable behavior. Trying to know the source or the cause of the behaviour in order to get the right solution Communicating with the child the expected behaviour openly and directly (Roberts, et al, 564) Allowing the child to understand how to behave better by setting a good example to him or her 6. Who might you consult with or seek advice from regarding the behavious of a child under your care The parents, guardians, and children consultants and professionals 7. What role do the following play in the development and implementation of strategies developed to deal with inappropriate behaviour a. The child themselves Being positive about the behaviour change introduced to them by other people b. The family, guardians, or person responsible for the child Helping children to have the expected results by understanding them and providing the required support (Harrison, 36) c. The school, education or care setting Offering the required resources and policies to be followed by children d. The cultural participants Ensuring that children understand their cultural practices and differentiate methods involved to practice their culture differently from other cultures (Roberts, et al, 568) e. Service policy, philosophy, and values Allowing children adhere to the right and essential values and policies in changing the inappropriate behaviour (Graham, and Shirley, 4) 8. Describe how culture, social influences and learned habits will influence a child’s behaviour and influence how a child’s behaviour is determined They will change the way a child thought about the expected behaviour and enable a him or her experience diversity (Furlong, et al, 338). 9. Provide an example of each of the following communication skills that would assist to promote positive behaviour of children of this age group a. Active listening Listening to the questions and concerns raised by a child about a certain behaviour. Offering a listening ear whenever a child is saying something b. Interpersonal communication including explicit talk and the use of questioning Talking to a child by giving examples of the people known to have the discussed behaviour c. Positive communication Being positive when commenting about the expected and appropriate behaviour to a child, as well as trying to be on the positive side when the child behaves inappropriately in order to find a way to correct him or her (Neece, Shulamite and Bruce, 48) d. Verbal and non-verbal communication Face to face conversation with a child when directing him or her on how to behave responsibly. Writing to a child the directions to follow in order to change behavior. 10. Give two reasons for reviewing behaviour in a range of situations and contexts including gender of the child when developing, implementing, and reviewing a behaviour strategy. To determine the development of the child and emotional changes of the child’s behavior. To ensure positive change of behaviour during the development of the child despite the biological effects (Furlong, et al, 387). 11. Provide an example of practically using the ‘circle of security’ theory in behaviour support. Assisting a mother to have strong attachments with her child by understanding the behaviour of the child and ensuring that the child is free from major life threats. This can be achieved by the mother being close to him or her. For instance, when the mother is holding a child close to her where the child feels supported and secured (Roberts, et al, 570). 12. Explain the term ‘behaviour guidance’ in the context of culture, environment, and social groupings. Name 3 ways in which you could minimize this behaviour. Behaviour guidance refers to ways of enabling children have some understanding and gain skills allowing them to manage their behaviour. They are ways that enable children to self-manage their cultural practices by learning different cultures and practices. It is through this that children learn how to manage their social behaviour when living with other people in a society. Children manage their behaviour environment by ensuring they behave differently in different environments through these ways (Graham, and Shirley, 15). Adults showing positive altitudes to the children even when they behave inappropriately in order to encourage them to behave responsibly (Dalli, and Mathias, 6) Allowing children to play their roles in shaping their behaviour by learning examples from other people behaving responsibly Avoid judging children, but providing them with the necessary support of guiding them on what the expected behaviour is (Neece, et al. 52) 13. Under what legally binding international instrument are the rights of children protected? Children’s rights- Early childhood Australia The convention on the Rights of the child (CRC) 14. List the legislation, standards, frameworks, policies, and procedures regarding the care, education, support, and safety of students and children, which you must adhere to in your classroom and in the playground. Having secure and safe area in the classroom and in the playground Student with special needs or disability policy (Harrison, 36) Children safe environment Implementation of safety standards and guidelines Children protection legislation and policies 15. Using either the National Framework for Protecting Australia’s Children OR the Early Learning Framework, describe the role that the framework has in guiding working with children The framework ensures protection of children and encouraging their involvement in educational decision-making as they advance their education. The framework also ensures that the Australian children are in good relationships with their teachers. It ensures that even the hard to reach children are well protected and offered national care and guidance on how to behave well and study successfully (Farmer, and Michael, 321). 16. Early Childhood Australia (ECA) has a code of ethics. Source this code of ethics and describe what it sets out to do The ECA code of ethics sets out to ensure ethical behaviour when providing early childhood education and care. The code of ethics ensures protection of children wellbeing from the professional caregivers by recognizing them, respecting their needs, and ensuring proper exercise of their rights and granting children chances to know their diverse rights. 17. When setting any goals, they should be S.M.A.R.T. What does this mean, and why is this important when setting goals for children S; Specific M; Measurable A; Achievable R; Realistic T; Timely This means that when setting a goal for children, there should be reality and enhancement of dream realization about children’s appropriate behavior. Assessment Task 2: Long Answer 1. You are to develop a behaviour guideline plan for a particular child you are working with. The guideline must be at least two A4 pages. This plan must: a) Identify the age group of the child and expectations regarding behaviour for that age group The age group; 3-5 years (Preschooler). Behaviour expectations; playing all over, not concerned about the noise made when playing, wanting to know all; hence inquisitive, eating much, and sleeping anyhow. b) Identify long and short-term objectives. Long-term objective; allowing the child to learn how to play responsibly and being disciplined when playing with other children. Having positive development from the games played from childhood (Roberts, et al, 571). Short-term objective; being careful not to be hurt or hurt others when playing different games c) Identify the more appropriate and alternative behaviour for the child and how you intend to implement these changes for the child. Playing without making much noise In order to implement these changes for the child, I would be giving the child attention when playing and having time to play with him. This would enable him copy how I would teach him to play without making much noise, but in a manner that he would enjoy the game. I would ensure that the child understands the appropriate environment to play different games and where to avoid making noise when playing (Neece, et al. 54). d) Explain how you would involve the child in decision-making and planning in this guideline and explain the importance of involving children in the decision-making process. I would communicate the behaviour expectations to the child and then allow the child understand the alternative behaviour in order to practice. Through giving the child different choices of behaviour, I would allow the child to choose on the right behaviour he would wish to follow. This would be after enabling him to understand the advantages and disadvantages of different behaviour choices. It is very important to involve children in the decision-making process because people have different perceptions about other people’s behaviour (Dalli, and Mathias, 9). Sometimes behaviour becomes difficult to deal with and people react to their children’s behaviour differently. e) Incorporate the philosophy and policies of your school. Consideration of the rights of children. Open communication to children. Quality development of children when studying. f) Identify resources internally or externally that you may access. The playing ground, playing equipment and instruments, such as balls and jumping ropes and the time committed to playing games for children in the age group. The playing guide would be available externally from the school’s games department. g) Describe the strategy that will be implemented to ensure the plan is effective and has achieved the defined outcomes This involves being close to the child for a period, monitoring the behaviour change of the child, and allowing someone else to assess the behaviour of the child after the implementation of the plan. This is where it will be possible to play around with the child and allow the child learn through setting a good example and treating the child well to encourage positive change (Dalli, and Mathias, 32). Consider h) Relevant cultural norms and processes for responding to behaviour. The appropriate cultural norms and process include; how children play different games as per the gender differences. There are some cultural groups where children play together while in other cultural groups, children play separately in accordance to their gender relations. There would be consideration of the dressing code of the children when playing because different cultural groups have different modes of dressing to different genders (Furlong, et al, 413). i) Identify resource and referral bodies with whom you may seek advice. I might refer the child to the parents or guardians in case implementation of the plan fails to bear positive results as expected. It is clear that parents and guardians understand more about the sources of behavioral practiced by their children because they are always close to them and they are able to monitor them at all times. In addition, it is possible for a parent or a guardian to realise when a child is having some behaviour changes because they are together in most of times. Assessment Task 3: Case Study Choose a child that you have worked with and in 500 words: A preschooler child (3-5 years) a) Explain how you have responded to inappropriate behaviour. (PC1.4) The child was very noisy and disobedient. In order to deal with this inappropriate behaviour, I first avoided judging him. I maintained a positive and efficient relationship with the child, offering respect to the child’s expectations and understanding the family cultural values. I also ensured having positive interaction with the child and involving him in the planning process as well as taking into consideration his suggestions during the decision-making process on matters regarding his life. I also worked towards improving his behaviour through helping the child to change the activities engaged in and applying some transitions. This is where I made the child learn about his behaviour and what should be done to change it. b) Explain how you formed a positive relationship with this child (paying special attention to the child's abilities, skills, chronological age and developmental stage) to encourage behaviour change. (PC3.4) I ensured open communication to this child about how to behave good and informed him that his behaviour required some changes in order to have some improvement as recommended by Dalli, and Mathias (47). I also ensured that he was able to explain to me the cause of his behaviour. When the child was noisy and wanted some attention from me, I offered all to him and ensured that he realized he was not right by doing so. In order to have some positive behaviour change, I ensured understanding of the age of the child and since at his age, he proved difficult to remember all what I was telling him, I could repeat to him occasionally (Harrison, 36). c) Explain how you would support others to implement the plan that you devised for this child effectively. (PC3.6) In order to deal with appropriate behaviour, it is necessary to understand the reason why a child behaves the way he or she behaves (Furlong, et al, 519). In addition, it is very important to show a child that he or she is not being judged based on his or her behaviour. It is also good to be friendly to a child when dealing with his or her behaviour in order to enable him or her be positive about the behaviour change and establish a positive relationship. Good behaviour can be encouraged through provision of rewards to a person especially children since this motivates them to continue behaving appropriately. In addition, it is necessary to discourage bad or unwanted behaviour. d) Explain what mechanisms would be in place to monitor and review the plan that has been implemented? (PC4.5) A questionnaire having some questions and comparison of before, during and after the implementation of the behaviour change plan I would also engage in an observational survey and identify how the plan has been implemented by looking at the changes in children behaviour for positive or no changes. e) How might you encourage or support those who are struggling to deal with the child's behaviours (including other children, family, peers, other stakeholders, etc.) I would inform them on the importance Observing and analyzing children’s behaviour because some children behave in a very disruptive, as well as difficult to manage (Graham, and Shirley, 21). It is evident that some children react with aggression, fail to follow the given and reasonable instructions, defy the authority from adults, and tend to act impulsively. Establishing a baseline or origin of some behaviour and communicating various expectations with the children is thus essential. It is important to understand that, different families have different styles of disciplining their children and diverse beliefs about their behaviour and this differs with the social groups and cultures. In addition, there are different factors that contribute to how a child behaves. That is; emotional reasons, developmental reasons, other people’s actions, child’s history, and the recent child’s events (Neece, et al. 59). Works cited Dalli, Carmen, and Mathias Urban, eds. PROF IN EARLY CHILDHOOD EDUC & CARE: International Perspectives. London: Routledge, 2013. Farmer, Cristan A., and Michael G. Aman. "Aggressive behavior in a sample of children with autism spectrum disorders." Research in Autism Spectrum Disorders 5.1 (2011): 317-323. Furlong, Mairead, et al. "Cochrane Review: Behavioural and cognitive‐behavioural group‐based parenting programmes for early‐onset conduct problems in children aged 3 to 12 years (Review)." Evidence‐Based Child Health: A Cochrane Review Journal 8.2 (2013): 318-692. Graham, Philip, and Shirley Reynolds, eds. Cognitive behaviour therapy for children and families. Cambridge: Cambridge University Press, 2013. Harrison, Cathie. "Choices and changes in early childhood education in Australia: A'Play School'perspective." (2011): 36. Neece, Cameron L., Shulamite A. Green, and Bruce L. Baker. "Parenting stress and child behavior problems: a transactional relationship across time." American journal on intellectual and developmental disabilities 117.1 (2012): 48-66. Roberts, Jane E., et al. "Temperament factor structure in fragile X syndrome: The Children's Behavior Questionnaire." Research in developmental disabilities 35.2 (2014): 563-571. Read More