Natural and Logical Consequences, Expectations Of Behaviour

[seep]

Q1-below are listed some common behaviours that children in care may display. for each behaviour record the naural consequence, which would naturally occur from his behaviour and a logical consequence imposed by the educator

1-Behaviour
Billy throws sand in the sandpit
Natural consequence
Billy may get sand in his eyes or other children present in sandpit may get it too
logical consequence
Educator will stop Billy to do this and will tell him that it could be dangerous for eyes
2-Behaviour
Sally pushes in front of the other children waiting in the line
Natural consequence
All the children in front of Sally will fall down and may get hurt
logical consequence
Educator will stop her for doing this and will make her stand in front of the row
3-Behaviour
lachlan throws the blocks across the room
Natural consequence
Room will be messy and someone will get hurt during throwing process or may get trip over them
logical consequence
Educator will explain that its dangerous and is an inappropriate way of playing and will ask the child to collect all the blocks from the room
4-Behaviour
Ahmed is running through the room with scissors
Natural consequence
if he fall down he will be hurt or he may bump into someone else while running and that person may also get hurt
logical consequence
Educator will make him sit and play peacefully and will take the scissor back if that is no more required
5-Behaviour
Dylan is throwing his lunch bowl from his high chair
Natural consequence
food will be spoilt and the child will remain hungry
logical consequence
educator will place the bowl at a distance or may take the bowl in her own hand to avoid the accident
-------------------------------------------------------------------------------------
Q2-consider the following interactions from educators:

Room ONE

1-stop running in the room Joe, I've told you a hundred times
2-clean up this mat or you woun't be having morning tea.
3-stop whinging MAry, its nearly bad time
4-put those books away, they are for the teachers
5-watch what you are doing, your making a mess with that paint
6-JAckson, get away from the blocks if you can't play nicely
7-Sit on your bottom, and be quiet while I'm reading this story

Room Two

1-Thank you for walking inside children
2-I saw you putting those blocks away Sam. thank you, that's very helpful. who else would like to help Sam?
3-you look tired Mary, would you like to lie down?
4-Are you interested in those stories? we might read one for group time?
5-you are doing some very good art work here, let me help you reach that paint.
6-I can see this beautiful tower you were making JAckson, lets finish it off
7-what beautiful sitting, now we can start oustory

From the two rooms in the table above, reflect on the following:

a)which room would you rather be in
In room two
-----------------------------
b)how do you think these interactions would impact on the children's behaviors
1-This will Build positive relationships between educator and child;
2-this will Reduce the likelihood for inappropriate and mistaken behavior;
3- this will Encourag children to come up with their own solutions to conflict
4-This will Foster teamwork and collaborative partnerships with educators
------------------------------------------
c)how do you think these interactions would impact on the educators?
1-Reflective Listening
2-Active listening
3-Empathy
4-Sharing the workload and responsibilities
5-Establishing and maintaining good relationships
6-Effective team performance 7- Open communication
8-Sharing ideas and resources
9-Working together to identify goals and strategies
10-Conflict can be dealt with more effectively
11-A harmonious and pleasant work environment
--------------------------------------------------
d)what do you think the children will learn from room one?
1- this will chip away at a child’s self-concept and self-worth
2- This may even make the child’s behavior worse instead of better
3- child may become nervous as a result of the negative comments, leading her to make more mistakes.
4- child may become unable or unwilling to maintain good behavior
------------------------------------------------------
e)what do you think the children will learn from room two?
creating a sense of belonging
• feeling included and valued
• developing trust
• fostering self esteem
• promoting open, honest communication
• feeling comfortable to express ideas and opinions
• modeling positive communication styles
• sharing ideas
• providing support
• providing a consistent approach to care
• providing clear expectations and guidelines for behavior
• determining roles and responsibilities
• positive resolution of conflict
• creating a harmonious work environment
-----------------------------------------------------
Q3-what replacement behaviors would you implement for the following inappropriate behavior?

a)Samantha is 3 and pushes children when they take the toys or equipment she has gathered around her.

I will explain to Samantha that this behavior is not acceptable and is even not good for her own self, as when we hurt or push others they don't like us and don't want to be our friends. and playing alone is not fun at all, we need friends to play with us for the maximum play fun so it's good if she invite her fellows herself to play with her and they may be having new ideas to play differently with these toys.

b)David is 4 and he yells at the other children if they are playing too close to his 11 month old brother who is learning to walk.

I will help David to calm down and I will explain him that his yelling is isolating his brother, as he is a baby he needs lots of people to play with him and help him in different things. Having people around him will make his brother social and a very active child, at this age its important for babies so it's OK if kids gather around his baby brother. but if he wants to protect his brother its good if he will be the part of group and play together with his brother and other friends

c) Rebecca is 3 and cries if one of the other children is doing the puzzle that she wanted.

I will help Rebecca to calm down and explain to her that the other child is just a friend and want to only help her. it's fun to play together and friends share ideas to solve the puzzles. if she will keep playing alone she will definitely loose her interest in the game so it's good if she allow her friend to play with her.
-------------------------------------------------------------------------------
Q4-Do you have expectations of children's behavior which may be different from the expectations of your colleagues? If you are not working in a service, reflect on your expectations of behavior against your class mates or family friend's expectations.

Explain these similarities and differences

Starting with the last first, studies have shown that expectations of children's' behavior is heavily influenced by perceived stereotypes associated with the child's (or their parents') social, cultural, economic and/or ethnic backgrounds. Specifically, children from low socio cultural and economic families and regions are expected to perform in all areas (intellect, behavior, social correctness, etc) at a deficit in comparison to children of the same age but from high socio cultural-economic families and regions. Similarly, children from what are termed disadvantaged ethnic groups, such as African-American or Mexican, are expected to perform poorly in all areas, while children from what are termed advantaged ethnic groups, such as Japanese and upper class Caucasian, are expected to perform with excellence in all (or most) areas.
Socio cultural expectations between yourself and your associates (be they colleagues, family or friends) can vary both according to your homeland and to your ethnic background, taking into consideration that there may be an important mix of socio cultural, socioeconomic and ethnic backgrounds among you depending upon immigration status, ethnic diversity and homeland similarity (or difference).
As one example, if, for instance, you are an Australian with English ancestry and two of your colleagues are South African Afrikaner and Japanese, you can expect, based upon socio cultural and ethnic differences, that while all of you value social skills and politeness in children, there will be differences in how individual expectations require these traits to be manifest and demonstrated. For example, Japanese socio cultural expectations require children demonstrate a level of emotional maturity that allows them to unfalteringly perform social rituals at an early age, while English-Australian expectations respect less emotional maturity and accept freedom of individualism in children of early ages.

http://www.enotes.com/homework-help/do- ... ich-479947
-------------------------------------------------------------------------

[seep]

bump

[Lorina]

You just need to tweak your "Logical Consequences" because your responses at the moment are based on what you will do rther than a logical consequence.. Here are some more examples:

Logical Consequences

Q4-Do you have expectations of children's behavior which may be different from the expectations of your colleagues? If you are not working in a service, reflect on your expectations of behavior against your class mates or family friend's expectations.

This question is based on your own opinion...

Hope this helps,
Lorina