Develop positive and respectful relationships with children
Posted: Tue Nov 24, 2015 8:28 pm
Scenario 1: ‘Trina’
Trina is an educator in the preschool room. Several of the boys in Trina’s group are ‘older’ four’s who have attended child care for 4 years. They are becoming increasingly loud, aggressive and reckless in their behaviour. They are intimidating some of the younger children and are no longer responding to behaviour management strategies that once worked. Trina has found herself becoming very angry with the boys and the situation is fast becoming a battle of wills. Trina feels that if she asks for help she will be admitting failure.
a) Suggest 2 strategies Trina can use to respond to the children’s behaviour.
b) Provide an example of a strategy Trina could use to provide challenges for the children that are appropriate to their developmental stage.
c) Explain how you could support children to develop self regulation skills whilst preserving and promoting their self esteem.
d) Give an example of how you could provide a safe environment that allows children to experience the natural consequences of choices they have made.
Scenario 2 - Cameron
Cameron (3.6 years) is riding his bike on the bike track around the sandpit. He sees Skye (3.5 years) move to the sandpit where he has just finished building a roadway. Cameron leaps off his bike and shouts at Skye ‘don’t touch’ and hits her.
a) How would you respond to this situation?
Scenario 3 - Tyrell
Tyrell (1.5years) is sitting doing a collage; he is using PVA glue to stick leaves onto the paper, when Tyrell does this he uses a large amount of glue, which is beginning to make his paper tear. Tyrell is getting frustrated that his paper is starting to rip and tries to use sticky tape to fix his picture.
a) How would you respond to Tyrell and support him in this exploration?
Scenario 4 –Brendon
Brendon (2.8years) is playing in the dress up area. Alicia joins Brendon and starts to dress up in a construction worker’s outfit. Brendon says to Alicia “you can’t wear that, it’s only for boys, girls don’t wear that’.
a) Explain how you encourage children to respect similarities and differences in a child care setting.
Part 2 – Short answer
Question 1
Describe a strategy that an educator can use to assist children to develop limits and consequences for inappropriate behaviour?
Question 2
Give an example of how you model positive behaviour for children when interacting with others e.g. communicating with parents or staff?
Question 3
a) Give an example of how you create an unhurried and relaxed mealtime routine.
b) What are the benefits of sitting and talking with children during meal times?
c) Which NQS does this relate to?
Question 4
Give an example of how you acknowledge and show sensitivity to children’s efforts to communicate.
Question 5
Give an example of how you consult with children on the program.
Describe how you have included this information in the service’s program.
Question 6
a)How do you acknowledge and praise children when they make appropriate choices in managing their own behaviour?
b) Which Learning Outcome does this relate to?
Question 7
Explain how the use of positive language, gestures, facial expressions and tone of voice is effective when redirecting children’s behaviour.
Part 3 - Research
Question 1
Explain how article 30 of the United Nations Convention on the Rights of the Child encourages educators to foster positive and respectful relationships with all children. Your answer should have at least 30 words.
Question 2
Create a Fact sheet for families
Create a fact sheet for families on ‘positive communication’. This fact sheet must include information which would be appropriate to be given to families in a child care centre. Your fact sheet must be neat, concise and legible.
a) You must include the following information on the following topics:
• Active listening
• Verbal and non-verbal cues
• Responding appropriately to children e.g. child’s age, culture, needs, interests
• Communicating with respect to a child’s comments, questions and requests for help.
• How to respect similarities and differences between children
• How to have meaningful conversations with children
• Role modelling positive communication
• How to encourage children to share stories and ideas
b) Explain how this links to the NQF.
Trina is an educator in the preschool room. Several of the boys in Trina’s group are ‘older’ four’s who have attended child care for 4 years. They are becoming increasingly loud, aggressive and reckless in their behaviour. They are intimidating some of the younger children and are no longer responding to behaviour management strategies that once worked. Trina has found herself becoming very angry with the boys and the situation is fast becoming a battle of wills. Trina feels that if she asks for help she will be admitting failure.
a) Suggest 2 strategies Trina can use to respond to the children’s behaviour.
b) Provide an example of a strategy Trina could use to provide challenges for the children that are appropriate to their developmental stage.
c) Explain how you could support children to develop self regulation skills whilst preserving and promoting their self esteem.
d) Give an example of how you could provide a safe environment that allows children to experience the natural consequences of choices they have made.
Scenario 2 - Cameron
Cameron (3.6 years) is riding his bike on the bike track around the sandpit. He sees Skye (3.5 years) move to the sandpit where he has just finished building a roadway. Cameron leaps off his bike and shouts at Skye ‘don’t touch’ and hits her.
a) How would you respond to this situation?
Scenario 3 - Tyrell
Tyrell (1.5years) is sitting doing a collage; he is using PVA glue to stick leaves onto the paper, when Tyrell does this he uses a large amount of glue, which is beginning to make his paper tear. Tyrell is getting frustrated that his paper is starting to rip and tries to use sticky tape to fix his picture.
a) How would you respond to Tyrell and support him in this exploration?
Scenario 4 –Brendon
Brendon (2.8years) is playing in the dress up area. Alicia joins Brendon and starts to dress up in a construction worker’s outfit. Brendon says to Alicia “you can’t wear that, it’s only for boys, girls don’t wear that’.
a) Explain how you encourage children to respect similarities and differences in a child care setting.
Part 2 – Short answer
Question 1
Describe a strategy that an educator can use to assist children to develop limits and consequences for inappropriate behaviour?
Question 2
Give an example of how you model positive behaviour for children when interacting with others e.g. communicating with parents or staff?
Question 3
a) Give an example of how you create an unhurried and relaxed mealtime routine.
b) What are the benefits of sitting and talking with children during meal times?
c) Which NQS does this relate to?
Question 4
Give an example of how you acknowledge and show sensitivity to children’s efforts to communicate.
Question 5
Give an example of how you consult with children on the program.
Describe how you have included this information in the service’s program.
Question 6
a)How do you acknowledge and praise children when they make appropriate choices in managing their own behaviour?
b) Which Learning Outcome does this relate to?
Question 7
Explain how the use of positive language, gestures, facial expressions and tone of voice is effective when redirecting children’s behaviour.
Part 3 - Research
Question 1
Explain how article 30 of the United Nations Convention on the Rights of the Child encourages educators to foster positive and respectful relationships with all children. Your answer should have at least 30 words.
Question 2
Create a Fact sheet for families
Create a fact sheet for families on ‘positive communication’. This fact sheet must include information which would be appropriate to be given to families in a child care centre. Your fact sheet must be neat, concise and legible.
a) You must include the following information on the following topics:
• Active listening
• Verbal and non-verbal cues
• Responding appropriately to children e.g. child’s age, culture, needs, interests
• Communicating with respect to a child’s comments, questions and requests for help.
• How to respect similarities and differences between children
• How to have meaningful conversations with children
• Role modelling positive communication
• How to encourage children to share stories and ideas
b) Explain how this links to the NQF.