CHCE021 - Analysing Behaviour Including Triggers & Expectations

[ana.D]

Your Assignment Module Number and Heading: chce021
Your Assignment Type: Other
Currently Working in Childcare? Yes
Your knowledge: Basic Knowledge

Your Question?
I have answered q 1 to 4 , the questions below are related to q4 and I cant think of what answer is expected from me, any help would be appreciated

5. In approximately 150 words write a collective summary of the analysis of your four observations. This summary should address:
a. The focus child’s behaviour and how it varies from developmental expectations
b. Whether the behaviour occurs in a range of situations and contexts
c. Possible triggers
d. Any other information you feel is relevant
5. Collective summary of the analysis of the four observations.
The focus child’s behaviour and how it varies from developmental expectations
Noah has displayed aggressive behaviour while rushing towards the door it is typical for 2 to 3 yr olds to lash out when they compete for something they want but it is unacceptable to hurt other children , at 3 yrs of age a child knows that it hurts the child who has been pushed and causing hurt is a negative experience and is unacceptable behaviour at 3 yrs the child has developed sufficiently to realise the consequence of his action

The behaviour occurs when he is unsatisfied with a situation and he seems to think aggression will solve his problem,

Possible triggers - Noah gets aggressive when he notices that he has to compete in order to get something, his logic tells him to get rid of the competition he has to resort to aggressiveness.

It may be possible to divert Noah’s Aggressiveness by resolving conflicting situations before they arise for eg’ Instead of calling all children to Afternoon tea we could have used a more specific sentence saying “everybody Queue up to go inside for afternoon tea” , this way Noah would not have faced competition and would have refrained from being aggressive.

6. Consult with the child’s family to gather information in identifying and reviewing the behaviours of concern, current management strategies used in the home and determining their expectations for the child’s behaviour. Determine the discussion points or questions to be asked prior to consulting with them. You may choose to have an informal conversation, a formal meeting, or a different type of communication exchange (for example, email, questionnaire) depending on which method best suits the family. Provide a summary of this exchange and the information gathered.

** Please note: For students who are not employed in the service – If service policy and procedures will prevent you consulting with families, please undertake this task in conjunction with the educator in the child’s room. Please contact your registered training organisation assessor to discuss if required.

6.

7. Consult with the child’s family &/or use other sources of information (for example, enrolment information) to determine the family’s cultural values. Identify any potential impact of these for your BSP. Provide a summary of this discussion or information.

8. Consult with the other educators to gather information in identifying and reviewing the behaviours of concern. Identify with whom you consulted, and provide a summary of the outcomes of your discussions.

9. Identify any information (if applicable) from specialists, current support services or other professionals currently working with the child that may inform or impact your BSP.

10. Identify two recognised resource referral agencies you could access for additional information on behaviour management in general.

What is your answer so far or What have you done so far as an attempt to solve this question?
4. Choose one child in your service and document at least four observations of that child, using three different methods of observation. Each method should be chosen purposefully in the context of the location and aspect of behaviour you are observing. For example, sociograms are an appropriate choice for analysing interactive behaviour and social development; event samples highlight triggers and consequences; running records examine behaviour in specific detail and so on. Analyse each observation to identify triggers or consequences which are maintaining the behaviour.

Your observations must be taken in a range of situations and contexts e.g. indoors, outdoors, during routines and transitions etc. Ensure all details are completed accurately on the template. Sample templates are provided in Walker, L., Miller, S., & Tansey, S. (2014). The early childhood educator for Certificate III (pp 354-460). North Ryde: McGraw-Hill Education (Australia) Pty Ltd.

Ensure you uphold confidentiality and seek permission to observe if required (see Appendix 1 for sample). Where possible your BSP should be based on a child for whom you have gathered observations already. Submit all analysed observations.

4.Observation tools used
1. Diary – Diary entries recorded from memory at a later time. It is useful to construct a child profile. It’s a quick method of observation useful in adding to an overall picture of the child, recording changes and may be shared with
2. Sociograms –A map or diagram of friendships and interactions within a group of children. It’s used to provide a clear identification of whom the child’s prefers to play with or if the child needs assistance in their social skills.
3. Time Samples - Provides a snapshot of a child’s day. It’s used to record the occurrence of a child’s behavior at particular times of the day. Time samples can be taken every half an hour over a day or for shorter intervals of five to ten minutes
4. Event Sample – Gives an indication of the reasons why a particular behavior occurred. Help to assess what sparks a certain reaction in a child and identify the possible causes or consequences of concerning behaviour

Child name – Noah l.
• Diary observation-

4.00 pm Thursday
At playtime Noah was playing very calmly with everyone but whe we announced that it was time to get inside for afternoon snacks he rushed to the door with other children and while clamouring to get indoors first he had an altercation with Amy and pushed her aside this made Amy upset and she started to cry.

I reassure Amy and made Noah understand that his behaviour was inappropriate and that we should all be queing up instead of clamouring to get inside first.

• Sociogram
Noah is friends with Cooper and likes to play with Sam, Amy and Henry.
He does not share his toys with Memphis ,Elijah ,Olivia, Lilly or Tia.
He will take toys from everyone if offered.

• Time Sample
9.00 am to 9.30 Am
9.00 Am Noah playing at home corner with Blocks,
9.15 Am Noah eating Morning tea and cooperating as well as sharing his space with all children.
9.25 Noah cleans his plate and keeps his water bottle back on the shelf.

• Event Sample –
During evening play Indi got hurt while running in the play area Noah consoled her hugged her and kissed her better.

I appreciated Noah’s efforts in calming Indi and reassured Indi as well as got first aid for Indi and hugged her.

Description and Message:
the entire questionnaire is on childs developmental age and behaviour
I am unable to get help in this and my mind is not working in the right direction , I need some help please

[Lorina]

Ok so from what you have written so far Noah is displaying aggressive behaviour…

I don't think it's because he is competing for something he wants. I think it has to do more the transition of getting the group of children outside and becoming frustrated when things don’t turn out as expected. Have a look at the following for more information:

Stages Of Behaviour

Possible triggers include calling the group of children all at once which is causing conflict during transitions. This needs to be changed. A few children (3) can be called at a time to easily manage transitions between indoors and outdoors . For example "if you are wearing red, go and wash your hands and sit at the table for afternoon tea".

Here is some more information on behaviour which may help:

Aggressive Behaviour In Toddlers
Guiding Children's Behaviour - Louise Porter

I am also giving you observation samples to help with your observations. I think you need more information and details in the different types of observations you chose...

[attachment=0]observationsamples.doc[/attachment]

Hopefully the information I have provided helps you with these questions,

,
L.A

[ana.D]

Thanks