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Supporting Positive Behaviour In Children

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Recommended: Explain strategies of promoting positive behaviour

The attitude of the educator can create an environment that supports either positive or negative behaviour. A lack of trust in children to make positive choices makes educators seem over-controlling and leads to individual children do not have their needs met (Fields, Merritt, Fields, 2014). To support positive behaviour in an early childhood setting I would have a clear set of rules and expectations for all children, as children need to know what is expected of them in order to display appropriate behaviour (KidsMatter, 2013). These rules I would create at the start of the year, along with the help of the children. Including children in the creation of the rules in their setting helps them understand the importance of having rules and encourages them to follow them (KidsMatter, …show more content…

Throughout the year I would be consistent and remind children of my expectations to limit the amount of unacceptable behaviours. Kearns states that it is important for educators to be consistent in their expectations because it helps children learn what is acceptable if all educators react in the same way to unacceptable behaviours (2013).
The National Quality Framework, quality area 3 – Physical environment states that “the environment must be safe, suitable and provide a rich and diverse range of experiences promoting children’s learning and development” (ACECQA, 2011). According to Fields, Merritt, and Fields, the layout of the environment should be set up to facilitate responsibility and independence. It has a deep impact on children’s motivation and wellbeing. An early childhood setting that is organised well can support positive interactions and motivate learning (2014). A poorly organised layout may encourage children to

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The behavior management philosophy of this child care facility is to foster a loving, nurturing environment that promotes the wellbeing and overall intelligence of the children that we interact with through our practice. We believe it is in the best interest of the child to encounter diversity in their child care facility. We also believe that the child should learn their work through play, genuine encounters with their peers and adults, and pacifying their curiosity through exploration of their interests. Section II: Prevention Strategies: Creating an appropriate climate To create an appropriate climate within our childcare facility, the staff and teachers have been trained on the proper protocol to ensure that disturbances are brief, clear,

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At the last faculty meeting you were introduced to a State initiative related to Response to Intervention and Instruction (RTiI). This behavioural focus of RTiI is rooted in a concept knows as Positive Behaviour Support (PBS), and what was presented to you is the beginning of GMHS taking this concept school wide. School Wide Positive Behaviour Support (SWPBS) is an applied science that uses a systems approach for establishing a culture that contains behavioural supports and promotes an effective learning environment for all students. It is an active way for students and faculty to establish the behavioural expectations here at GMHS.

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While all children and young people must understand and follow the rules, it is important that adults at school consider that all children are different and that some could need additional support in following these rules. Children with certain behaviour challenges could need more regular reminders of what is expected from them and may also benefit from extra incentives for good behaviour, such as reward charts. If extra rewards systems are put into place in a classroom to encourage positive behaviour then it must be ensured that this is maintained and that the child or young person understands that good choices equal rewards and positive attention. Students are more likely make good choices with an understanding that there is always a consequence for negative behaviour and so it is crucial that the behaviour management is well managed and consistent. Students could take the opportunity to push boundaries if they believe they may not receive a consequence for a bad choice and this could have a poor effect on their development and learning.

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There are many in which of one can build and maintain an effective relationship with children, young people and adults. One of the first ways in which a relationship can be built is knowing the names of children that you work with. This is fundamental when establishing a relationship with a child. Learning the name of a child shows them that you know who they are, consistently forgetting a child’s name could be perceived to be disrespectful and could leave the student feeling isolated and unwanted.

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What are the benefits of actively promoting positive aspects of behaviour? Promoting positive bahaviour is very important for children. When they know that they have behaved correctly and are rewarded for this, they are happier and enjoy the recognition. Positive behaviour promotes rewards and praise, thus the pupils will want to do well and receive more encouragement and approval. This helps with self esteem and motivation.

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On the other hand, there are authors who proposed three-tiered model. It is a method that deals with challenging behaviors from school age children. The proposed three-tiered model by Walker et al. (1996), the “Positive Behavior Support” (PBS) also referred in literature as SWPBS (School-Wide Positive Behavior Supports) is a school-wide approach that contain core elements that can be achieved though variety of strategies. In this case, this kind of approach supports in shaping the behavioral aspect of every children in a school and also in establishing their social, and cultural needs so they will achieve both their social and academic success.

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6). The learner’s self-efficacy and self-esteem is built primarily on the child’s interactions with others – parents, peers, teachers and other significant adults and for children to develop a healthy concept of self, Rogers reflects, as did Ginott, teachers must develop good communication skills that convey positive messages. Rogers believes that the development of not only the emotional security of a child but also their moral development, personal maturation and socialisation are all affected by discipline. Rogers defines discipline as leading, guiding, directing and motivating and suggests that discipline can be broken into three types - preventative, corrective and supportive (Rogers, p. 5). “Preventative discipline” involves the development of effective teaching strategies, tactics, organisation and planning by the teacher.

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Understanding the needs of child development is fundamental in creating spaces and activities that provide children with opportunities to develop and advance at every age. Children are just as much affected by the physical setting as adults are. The essential role of the setting is understood by the kids only through positive and resourceful interactions with the surroundings. It is known that a spatially well-defined setting can have multi-fold positive effects on the overall results. In recent times, design of such facilities has not been focussed on aiming at an exclusive space that would contribute to the overall development of children.

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I model appropriate behaviors, establish routines and simple rules in the classroom, speak positively with the children, understand that children may not be ready to share, and they need to explore and experiment with control and saying ‘no’. I realize that all children may show challenging behaviors – they are learning to control their bodies, and to control their emotions. I feel the most important aspect of positive guidance for challenging behavior is to build strong relationships with the children. These relationships allow me to know exactly what each child needs in terms of developing their social, emotional, and problem-solving skills, their self-regulation, and their

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Does the spatial character and arrangement of activity areas in behavior settings influence these activities? Through research it is noted that kids tend to congregate in groups of less than five children with a mean of just under two children in a single setting. Similarly, it is recommend that the best group size for an indoor play group is two to four children. Running, chasing and vigorous activities occur more frequently in larger spaces (those, for instance, around 6-75 m2 , or 75 ft2 per child) while more physical contacts happen between children in smaller preschool spaces (2.2 m 2 or about 25 ft2 per child), though again aggressive behavior was not found to vary with absolute space size. When the built environment provides the kids with more than necessary tools to play with, they tend to sub-divide into smaller groups and play with their

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The Open University of Hong Kong Li Ka Shing Institute of Professional and Continuing Education PTD38 Higher Diploma in Early Childhood Education (2014-2015) ASSIGNMENT 1 MY PHILOSOPHY OF EDUCATION Student Number: 11396646 Student: CHENG KA YIU, YOYO Class: U09A Course Code: EDU4017EP Course Title: Introduction to Early Childhood Education Instructor: Ms. Hailey Chan Programme Leader: Dr. Eunice Yim Submission Date: 14 November 2014

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Introduction “The sooner the better” is the ideal tag line for early childhood education. The experiences of children in their early years

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Manage behaviour effectively to ensure a good and safe learning environment” – (Department for Education, 2012). When a behaviour policy works alongside an effective learning environment, the 7th standard of the QTS Teaching Standards will have been achieved. When achieving this the teacher is closer to accomplishing the rest of the Teaching Standards. In order for children to have an education which enables them to fulfil their potential as well as learning in a positive environment a well written behaviour policy must be set in place. Ensuring supporting a child’s behaviour within the classroom and around school will enable teachers to teach without any

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I think that the physical environment can play a major role in a child’s learning. If the classroom is very closed off and blocked the children will not feel free to explore their surrounding and become more independent. Ms. Laura’s classroom is very open and spaced out, even though the center itself is built with an open concept and only having half walls to divide the classrooms. She has organized the room in such a way that every though the different centers are clearly laid out, it’s not in such a way that makes them feel enclosed and blocked off from the rest of the room. The environment offers children a variety of different choices all in one area, all of the math, science, and table toys are together, so that a child does not have to search the entire room for something that they are looking for.

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In the article, “What is positive school discipline”, it states, “Positive School Discipline is integrated into the policies, programs, and practices of a school and is applied systemwide—in the classroom, school, and community—to create a safe, supportive learning environment for all students.” When a student feels safe and happy at school, the teachers are doing their job. They are doing what they are supposed to be doing, leading their students down the road for potential success. Also, in the same article, “School Climate and Discipline”, it reads, “Creating a supportive school climate requires close attention to the social, emotional, and behavioral needs of all students.” As you can see, creating a supportive climate in your school can be useful.

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