Does this sound right to you?
Scenario: Well. It’s not me!
It is mid-October and the 4 – 5 year old group at Blue Bay Childcare Centre are all moving on to ‘big school’ next year. Recently, the educators have struggled with a rise in the amount of unacceptable and very challenging behaviours. The issue is raised at a staff meeting and several suggestions are made about how the children’s behaviour could be managed and what should be the consequences for unacceptable behaviour. Then, it is suggested that the children be consulted and involved in the process. Lisa, the Room Leader, is excited by this idea and decides to implement it straight away!
The next day, Lisa introduces a discussion with the children at Group Time. She begins by saying “You know, lately there has been lots of behaviour that is against our rules. We have seen children hurting each other and making other children get upset.” Several of the children call out things like “Yeah. Well it’s not me!” or “Max is the one who does it all!”
Lisa says “Well, Sophie (the other educator in the room) and I have decided that we are going to ask for your help to fix the problem. Do you think you can do that?” The children agree so Lisa moves on. “Good. The first thing we need to decide is what behaviour is not allowed here. You tell me what you think and I’ll write it on this big piece of paper I have here. Then we’ll have a list of ‘rules’, ok?”
a) Identify the quality practices being used by Lisa and the staff at this centre?
Quality Area 5: Relationships with children
Element 5.1.2: Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.
- The staff are ensuring the children are provided with opportunities to interact and develop respectful and positive relationships with each other and with their educators. They are also ensuring their relationships with the children are responsive and respectful and are promoting children’s sense of security and belonging.[/color]
Scenario: Preschool Children Displaying Unacceptable Behaviour
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Re: Scenario: Preschool Children Displaying Unacceptable Behaviour
Ok it sounds like you have chosen the correct Quality Area but it mentions Quality Practices. Could this be referring to the Practices in the EYLF?
Practices
Practices relate to how we put our Principles into action by working together with children, their families and within our community. The Early Years Learning Framework promotes children’s learning by drawing upon a repertoire of pedagogical practices (using our skills and knowledge that enable us to help children to learn) by –
Holistic approaches – teaching and learning through recognition of the mind, body and spirit. Paying attention to a child’s physical, personal, social & emotional, cognitive and spiritual wellbeing aspects of learning. Foster and enhance children’s understanding of the natural environment and the connections between the people, plants, animals and the land.
Responsiveness to children – being aware and responding to each individual child’s strengths, abilities and emerging interests. Value and further develop children’s strengths, interests, skills, abilities and knowledge to further extend their learning.
Learning through play – provides an endless amount of opportunities for children to explore, discover, create and imagine. Play extends children’s thinking and promotes a hands on approach to learning. Create a learning environment which encourages children to build on children’s learning in positive ways.
Intentional teaching – teaching that is deliberate, purposeful and thoughtful. Actively promote children’s learning through challenging experiences and interactions. Use strategies to extend on children’s problem solving and thinking such as demonstrating, explaining and questioning.
Learning environments – respond to the interests and needs of the children. Both indoor/outdoor environments offer children and families to contribute ideas, questions, and interests and promote children’s understanding about their responsibility to care for their environment. Provide a range of opportunities for individual and shared experiences.
Cultural competence – celebrates the benefits of diversity and has the ability to understand and acknowledge differences. Effectively communicate and interact with children, families and members of the community across cultures. Gain knowledge, understanding and a positive attitude towards cultural differences.
Continuity of learning and transitions – building on each child’s past and present experiences enables them to feel secure, confident and connected to people, events and situations that they are familiar with. Transitions between settings offer opportunities and challenges. Assist children in understanding the traditions, routines and practices of the settings to ease the transition process and to help deal with any changes that may occur.
Assessment for learning – relates to the process of gathering and analyzing information as evidence about what children understand and their abilities. An ongoing cycle of planning, documenting and evaluating each child’s learning which enables us to support and extend children’s learning. It should include a variety of methods as all children demonstrate their learning in different ways.
Not wanting to confuse you anymore but the question asks for the Practices... Could it be referring to the above?
,
Lorina
Practices
Practices relate to how we put our Principles into action by working together with children, their families and within our community. The Early Years Learning Framework promotes children’s learning by drawing upon a repertoire of pedagogical practices (using our skills and knowledge that enable us to help children to learn) by –
Holistic approaches – teaching and learning through recognition of the mind, body and spirit. Paying attention to a child’s physical, personal, social & emotional, cognitive and spiritual wellbeing aspects of learning. Foster and enhance children’s understanding of the natural environment and the connections between the people, plants, animals and the land.
Responsiveness to children – being aware and responding to each individual child’s strengths, abilities and emerging interests. Value and further develop children’s strengths, interests, skills, abilities and knowledge to further extend their learning.
Learning through play – provides an endless amount of opportunities for children to explore, discover, create and imagine. Play extends children’s thinking and promotes a hands on approach to learning. Create a learning environment which encourages children to build on children’s learning in positive ways.
Intentional teaching – teaching that is deliberate, purposeful and thoughtful. Actively promote children’s learning through challenging experiences and interactions. Use strategies to extend on children’s problem solving and thinking such as demonstrating, explaining and questioning.
Learning environments – respond to the interests and needs of the children. Both indoor/outdoor environments offer children and families to contribute ideas, questions, and interests and promote children’s understanding about their responsibility to care for their environment. Provide a range of opportunities for individual and shared experiences.
Cultural competence – celebrates the benefits of diversity and has the ability to understand and acknowledge differences. Effectively communicate and interact with children, families and members of the community across cultures. Gain knowledge, understanding and a positive attitude towards cultural differences.
Continuity of learning and transitions – building on each child’s past and present experiences enables them to feel secure, confident and connected to people, events and situations that they are familiar with. Transitions between settings offer opportunities and challenges. Assist children in understanding the traditions, routines and practices of the settings to ease the transition process and to help deal with any changes that may occur.
Assessment for learning – relates to the process of gathering and analyzing information as evidence about what children understand and their abilities. An ongoing cycle of planning, documenting and evaluating each child’s learning which enables us to support and extend children’s learning. It should include a variety of methods as all children demonstrate their learning in different ways.
Not wanting to confuse you anymore but the question asks for the Practices... Could it be referring to the above?
,Lorina
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