2.
|
|
Contributing Factor
|
Scenarios
|
|
|
Age and developmentally appropriate behaviour
|
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.
|
|
|
Health and wellness
|
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 (Brownell and Michael 2013)
|
|
|
Educator practice
|
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
|
|
|
Home and family situation
|
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.
|
|
|
Childcare environment/ program
|
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’ (Simpson 2014). He will interrupt other children’s games, group times and routines
|
|
|
Community and culture
|
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’.
|
3.
|
Stage of social development
|
Educator best practice
|
|
Newborn – 18 months
|
This is quite difficult as the newborns are unable to talk or even share their feelings or expressions properly, thus the educators can be confused. The educators must properly give attention and respond to them whenever they are found to be crying. They must allow them to touch, feel or taste through various actions and make them feel like a safer place. They should provide the newborns with constant love, care and use cribs for letting them sleep peacefully (Wright and Ari 2014).
|
|
One year – Mid 2’s
|
Learning dependence should be established among the children aged between one year to mid-two. At this stage, the children become curious to touch things and even shows different tempers, try to walk or run and even climb, unable to understand the actual consequences. The educators must provide affection and respect to them, though patience should be required as well for prevent power plays during sleep, toilet. The independence level should be kept under control, otherwise the children might gain certain traits that might not be good for the future.
|
|
Mid 2’s – Mid 4’s
|
At this age, the educators could make learn their identity, their parents and even make them speak few words. The educators could make them learn about their need for food though improving their willingness to use the toilet whenever needed rather than not wetting their beds. The educators must show their humour and be patient to develop certain limits and make the child learn to obtain answers and discover own self (Cohen et al. 2014). Thus, the self-independence skills would improve as well.
|
|
Mid 3’s – 5 years
|
This is the next stage where educators must be focused on making them learn their identity a bit more. They should be careful while developing their intelligence level and set rules and expectations though to a certain extent by using proper logic and reasoning. This would also make them know about their parents more and develops sense of humour, furthermore allow the children to communicate with others.
|
|
Mid 4’s – 6 years
|
At this age, children become more cooperative and even gain the ability to understand certain things like expressing their hunger, feelings, expressions and willingness to do certain other things. The roles of educators are to provide clear directions to them by making them understand their expectations, furthermore make them respond to creativity and uniqueness (Mitchell et al. 2013). This could make the children engage in activities related to planning and create scopes to show their skills and knowledge too.
|
(a) A site behaviour code is always implemented to make sure that the quality standards are maintained within the childcare home. Here the site behaviour code has supported the children and their families by allowing them manage behaviours and communicate with each other. The site behaviour code is in line with the organisational policies and procedures, which has helped in promoting positive behaviours among the children and gas supported the well being of the community too. The site behaviour code also helps to establish positive behaviours among the children as well as facilitate their behaviour skills and management of behaviours. The children at the childcare are provided with proper resources so that they can educate themselves and become self independent rather than depending upon others for their development and growth in the future (Hopkins et al. 2013).
(b) The behaviours of children have some communication purposes and these kinds of behaviours are often influenced by interacting with others, experiences obtained and developmental skills and abilities. The site behaviour code is needed to be maintained properly for supporting the children’s positive behaviours and create scopes for shared planning and achievement of goals and objectives in the upcoming time period. The children must not be discriminated, according to the code and it ensures that none of them are rejected or humiliated in case they are not able to do certain things. Sex ways by which the site behaviour code supports positive outcomes for children, families, educators and the community are stated below (Schoeppe et al. 2013)
5.(a) Involving the children in developing guidelines and rules is essential for managing behaviours in a positive way and make them obtain self control with ease and effectiveness. Having too many rules, regulations and guidelines might be confusing but certain limits should be placed for guiding the positive behaviours of the children. Interacting with their families can help to discuss about the likings and disliking of their children and then set the rules so that they can know what to do and what not to. Certain guidelines and rules for behaviours are set for protecting the children from becoming the subject of harm to own or others. This would also make them respect and care others and consider their opinions valuable. It is an effective way to support positive behaviours among the children and make them respect the values, beliefs and learn the culture of the society too. It could also create a safe and healthy environment to foster the emotional, social, physical and cognitive development of the children (Maitland et al. 2013).
(b) First thing that we all need to know before setting up guidelines is to remain firm, stable, polite and patient because aggressive behaviours and being angry can make them feel sad or hurt even. This can hearten up the entire situation and make them not abide to the rules and regulations, furthermore deteriorate the relationships among the individuals. Acknowledging, encouraging and praising the behaviours of individuals is important and proper care and support shall be provided too to set consistent limits and furthermore help the children to find out solutions to their queries on their own. This would enhance their ability to identify own self and make sure that they discover new things that can foster their creativity and innovative skills. This is how they would be dealt with easily and could be involved in cooperative approach while setting guidelines, rules and regulations for their behaviours (Pariante 2014).
(c) When children are between the age of four and five years, they start using their logic, emotions and reasoning, so mutual cooperation is essential between the educators and the children. The educators should involve the 4 year olds by respecting their opinions and praising them for their performances,which would increase the opportunities to develop intelligence and own skills.
This is how the limits would be tested and makes them abide by the rules and regulations too while doing some kind of activity. Making them understand about the importance of taking part in such kind of cooperative approach would allow them to make decisions for the benefit of theirs and the society (Ruxton 2014).
(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.As they are young, the educators must be polite and caring while making them understand the rules and its benefits. It could through role playing sessions where the children could play a character individually or even sing songs and read children books.
The name of the song is Clean Up, Pack Away, which has been a Cleaning Song For Children introduced by Debbie Doo Kids TV. It is a kind of motivational song that can make the children follow rules as well as keep everything clean. It is easy and the simple rules presented in video can make them understand what they need to do easily (Straker et al. 2014)
6.
|
The response to emerging challenging behaviours is timely and appropriate and is evident when there is:
|
|
The educators have the first and foremost responsibility to deal with the challenging behaviour of the children within quick time and make sure that no harm is occurred to the child.
· Identifying the challenging behaviour is essential for determining the cause of such and ensures that the problems faced by the children are resolved as soon as possible.
· Involving the parents and families of the children is important to guide the behaviour of their children in a positive direction and develop collaborative partnerships as well.
Collaborative partnership could also involve communication between the children, educators and family to know about the learning procedures and make them both adopt the holistic and consistent approach.
· Rather than scolding the child or showing aggressive behaviours, it would be necessary to care for the child and try to understand what problem he or she had been facing.
· Avoiding power struggles and conflicts is another way to make their children know that they have been in their side and need to make some negotiations to acknowledge considerate positive behaviour (Leggett, Nicole and Margot 2013).
· Respecting and valuing the diversity is another way of handling challenges by the educators as it helps in preventing discrimination and allow children from different backgrounds and cultures to work together.
· Engagement of the children to develop behavioural expectations and set goals is another way by which communication skills will improve and the educators can understand the causes of challenging behaviours.
|
7.(a) Ignore – If there is any conflict between children, they should be allowed to resolve themselves and it can be understood whether they have the skills to make decisions and choices or not.
(b)Carefully listening and understanding – It would be important to understand what the children say and became aware of their behaviours as well.
8.According to Gartrell (2004), mistaken behaviour is experienced t the start of a learning process and the mistakes involved while managing the learning process are considered as major aspects of the mistaken behaviour. Due to this kind of mistaken behaviour, the children could feel that they were being punished and so they should be considered as learners who needed proper guidance and support from the childcare educators. To manage this kind of behaviour, it is essential for managing proper methods and curriculum and allow the educators to respond to the developmental and experimental circumstances of the children with ease and effectiveness. The mistaken behaviour consists of various levels including the strong needs, social influence, experimentations and observations made (Connor 2012). This would enhance the skills among the children and allow them to learn and develop with time successfully.
Instructions:
The aim of this assessment is to assess your skills and knowledge that are required for this unit. Use the Learning Resources that the Trainer provides you and also your Trainer to assist you in completing this booklet with accuracy.
This section of the assessment incorporates the unit scope, underpinning knowledge, critical aspects and the appropriate employability skills. This assessment can be given as a self-paced written assessment, administered orally by an assessor or a combination of both. Whichever method is used, the answers to the questions will be recorded on this assessment schedule.
The Student must complete ALL questions correctly. If an answer is not correct, the Assessor must investigate the level of understanding. The Assessor will then document any discussions in the Assessor Box provided at the bottom of each page. If the Assessor asks any additional questions, these will be documented in the Assessor Box and include the Student’s answer.
If the Student does not demonstrate the required underpinning skills and knowledge, then the Student is deemed not yet competent in this unit. Some possible solutions to achieve competence are:
- Any incorrect questions may need to be completed again and re-submitted
- Additional training may be required
- Additional research may be required
References:
- Arts, Karin. “Twenty-five years of the United Nations convention on the rights of the child: achievements and challenges.” Netherlands International Law Review61, no. 3 (2014): 267-303.
- Australian Public Service Commission. “Tackling wicked problems: A public policy perspective.” (2012).
- Brownell, Celia A., and Michael Sean Carriger. “Collaborations among toddler peers.” Cultural worlds of early childhood(2013): 196.
- Carrington, Michal J., Benjamin A. Neville, and Gregory J. Whitwell. “Lost in translation: Exploring the ethical consumer intention–behavior gap.” Journal of Business Research67, no. 1 (2014): 2759-2767.
- Carrington, Michal J., Benjamin A. Neville, and Gregory J. Whitwell. “Lost in translation: Exploring the ethical consumer intention–behavior gap.” Journal of Business Research67, no. 1 (2014): 2759-2767.
- Carrington, Michal J., Benjamin A. Neville, and Gregory J. Whitwell. “Lost in translation: Exploring the ethical consumer intention–behavior gap.” Journal of Business Research67, no. 1 (2014): 2759-2767.
- Cohen, Elisabeth G., and Rachel A. Lotan. Designing Groupwork: Strategies for the Heterogeneous Classroom Third Edition. Teachers College Press, 2014.
- Connor, J. “Foundations for learning: Relationships between the early years learning framework and the Australian curriculum.” (2012).
- Crone, Deanne A., Leanne S. Hawken, and Robert H. Horner. Building positive behavior support systems in schools: Functional behavioral assessment. Guilford Publications, 2015.
- Eisenberg, Nancy. Altruistic emotion, cognition, and behavior (PLE: Emotion). Psychology Press, 2014.
- Fantuzzo, John W., Whitney A. LeBoeuf, Chin-Chih Chen, Heather L. Rouse, and Dennis P. Culhane. “The unique and combined effects of homelessness and school mobility on the educational outcomes of young children.” Educational Researcher41, no. 9 (2012): 393-402.
- Feldman, Ruth. “The adaptive human parental brain: implications for children’s social development.” Trends in neurosciences38, no. 6 (2015): 387-399.
- Friedman, Sarah L., and Ellin Kofsky Scholnick. The developmental psychology of planning: Why, how, and when do we plan?. Psychology Press, 2014.
