Scenarios On Challenging Adults Expectations About Child's Behaviour
Posted: Sat Sep 06, 2014 1:54 pm
Your Assignment Module Number and Heading: cluster 3 bridging diploma
Your Assignment Type: Other
Currently Working in Childcare? Yes
Your knowledge: Basic Knowledge
Your Question?
3. Read the following two scenarios and detail how you could challenge the adult’s expectations about the child’s behaviour.
a. Ten month old Lincoln is confidently crawling. His mother expresses concern that he is not yet walking stating, “Both my brother’s children were walking this age. Lincoln should be too.”
b. Tiffany has just turned four. She refuses to attempt to dress herself, and frequently says, “I can’t” when encouraged. When you approach her father to discuss the situation, he replies, “Oh, she’s only little still, there’s plenty of time for her to learn how to do that, so I always help her do it.”
Guiding children’s behaviour is an important aspect of educating young children, yet for many educators this can be challenging. Of central importance is the educator’s capacity to reflect on the child’s behaviour to understand the child’s thoughts, feelings and needs, rather than just focusing on the behaviour in isolation. Positive strategies need to be developed to assist children to learn appropriate ways of behaving and to learn skills that will help them to ultimately learn to manage their own behaviour. Unreasonable discipline practices are not permitted in education and care services, not only because the child may be physically harmed, but also because it has detrimental effects on the child’s self-esteem and feelings of security. Educators must be aware of their obligations in relation to guiding behaviour. These are outlined in the suite of National Quality Framework documents and in service policies.
4. Explain your beliefs about, and approach to, positive behaviour guidance for young children.
5. Researchers have stated that in some cases inappropriate behaviour may be the result of children’s emotional needs not being met. Taking this into consideration, explain the importance of relationships, circle of security and attachment theory, in relation to behaviour guidance in young children, and its implications for you as an educator (approximately 300 words).
6. Explain how responsiveness and support through connections can be a strategy for supporting young children’s behaviour (approximately 200 words).
7. Considering the Early Years Learning Framework Principle – Partnership with Families, and the National Quality Standard (NQS), Quality Area 6 - Collaborative partnerships with families and communities:
a. In your own words, list five benefits stemming from working in partnership with families to provide quality education and care for children.
b. Outline a minimum of five strategies to enable families to meaningfully engage with, and/or give feedback on a service or program. Provide a brief implementation plan as to how you could facilitate each of these.
Strategies Implementation plan
What is your answer so far or What have you done so far as an attempt to solve this question?
1. List five ways you can show genuine acknowledgement of children’s efforts and achievements.
1. Ways to show genuine acknowledgement –
• By Linking children's success to the effort they put into an activity and appreciating by saying "You thought long and hard about where Kiara might be hiding, then you remembered she likes to hide in the cubby house and you found her ' good thinking!"
• By Linking children's activities with the feelings of enjoyment they experience while doing them and appreciating it "You tried to catch the ball three times Libby, you seem pleased that you did so well."
• By Comparing how children are going with how they have performed in the past "You have drawn on so much more of your page than last time Noah."
• By specifying praise ” You have used so many colours in your painting Lilly."
REFERENCE - http://www.kidsmatter.edu.au/families/a ... g-children
2. Read the following three scenarios and for each, detail:
3. Scenario 1: Amelia is 3.1 years old. She is an only child who has been attending your service for two months, one day per week. You have observed, on a number of occasions, Amelia’s lack of confidence to participate in most gross motor experiences. Observations have identified her coordination skills to be at an emerging level. Outdoors, she prefers to spend time engaging in more sedentary play experiences with one or two other children. One afternoon, you notice Amelia standing in front of the balancing plank which is approximately 30 cm off the ground, jiggling on the spot. Her friend is confidently navigating her way around the obstacle course. Amelia watches her friend as she completes all of the stages of the course and returns to the start to have another turn. Her friend calls to her, “Come on Amelia, follow me,” to which Amelia responds, “No, I can’t do it, I’m scared.”
a. How you would respond to each child
a. I would help Amelia by encouraging her and offering to support her by holding her hand while she successfully completes the balancing plank obstacle course and then praise her efforts by telling her how brave she has been and making her understand that I am proud of her to have undertaken the activity, making sure to relay that it was all her own effort that made it a success so she has confidence in trying the activity independently next time, although I would continue helping out as many times as required to build her confidence.
b. The information you would communicate about the child’s interests and development to the family
b. firstly I would share with Amelia’s family her success at the obstacle course with my help which would be encouraging to Amelia and then I would convey to her family that she is starting to take an interest in more challenging activities and should be encouraged so she gains confidence in her own skills and develops motor skills also, I would assure them of being supportive to Amelia’s efforts at gaining dexterity in motor skills at Preschool.
c. Education and care strategies you could develop together with family to support the child’s learning
c. I could plan a slightly less difficult obstacle course to encourage Amelia at preschool while collaborating with her parents to encourage her to use different modes of physical activities with her to let her gain more confidence in her self, for example, hopping on the carpet from the bed or couch or jumping from a short bump, may be keep pillows as steps and hop onto one pillow from another, to let her gain confidence in jumping and hopping as well as gain balance with little heights.
d. One suggestion to encourage the family’s participation in the child’s experiences
d. I could invite her family to come and watch her play at the play area so they are involved in Amelia’s experiences .
Scenario 2: Baxter is 2.4 years old and has been attending your service 3 days a week since he was 18 months old. Baxter is the youngest of three children, with twin older sisters, aged 7. Baxter’s language, cognitive and physical abilities are remarkable, meeting milestones well above developmental levels for children his age. It is late in the afternoon, and all remaining children at the service are grouped together in the pre-prep room. Baxter selects an unfamiliar 16 piece puzzle from the shelf, and sits down at a table with it. He looks intently at the puzzle for approximately 20 seconds before turning out the pieces, and completing it in less than 90 seconds. Upon completion, he gets up from the table, replaces it on the shelf and asks, “Can I have a tricky puzzle? That one was easy.”
a. How you would respond to each child
a. I would appreciate Baxter’s efforts and praise his skill with the puzzle and then offer him another puzzle a little more complex than the first one and this time I will ask him to show me how he did it so fast, to encourage him to talk about his achievement, I may even encourage him to make his own puzzle as he will learn to create challenges for himself if the activities provided are too easy for his mental stimulation.
b. The information you would communicate about the child’s interests and development to the family
b. Firstly I would praise the child while providing accurate feedback on his progress to his family than I would ask for suggestions from his family about how best to support Baxter in Achieving the best outcome in his learning and developmental goals.
c. Education and care strategies you could develop together with family to support the child’s learning
c.
d. One suggestion to encourage the family’s participation in the child’s experiences
d. I could ask the Family to provide a stimulating home environment to support Baxter’s learning needs
Of late, ball games have been an area of high interest for many of the children, including Tyson. You have provided the children with a variety of balls, hoops, cones and nets for them to create their own games. Tyson has been practising kicking a soft, large ball toward a set of cones for the past two days. He has refined his skills somewhat, but continues to find it challenging to propel the ball far enough or with sufficient accuracy to score a goal. Today, you overheard the children strategising as to how they could help Tyson. Aiden says, “Hey Ty, what if we make the goal wider and you dribble the ball along. That’s what I have to do at soccer training and it helps me.” The children busily work together to decide how far apart the goals should be. Aiden demonstrates his dribbling technique to Tyson. Tyson excitedly shuffles the ball along the ground toward the goal area and gives one final push. The ball nudges the outside cone, deflects, and goes between the cones into the goal area. The children and Tyson all cheer loudly. Tyson smiles widely and his friends gather around him to share high fives.
a. How you would respond to each child
a. I would appreciate Tyson pat him on the back and say “Well done! Tyson, I knew you could do it, you tried so hard and good thinking Aiden , good job helping Tyson make the goal I am proud of both of you”
b. The information you would communicate about the child’s interests and development to the family
b. I would share Tyson’s success with his family and ensure he gets more opportunities to feel confident in his abilities.
To Aiden’s family I would convey how wonderfully he helped his friend and make sure he receives credit for his thoughtfulness.
c. Education and care strategies you could develop together with family to support the child’s learning
c. We could hold a match to show case tysons new abil
d. Invite the family to watch Tyson while he practices for a match to showcase his newfound skill.
ity with the same wide goal while inviting his parents to watch and encourage Tyson.
d. One suggestion to encourage the family’s participation in the child’s experiences
Description and Message:
I have answered Q1 with different case scenarios and Q2 but need help with Q3 to Q6, I am just not sure how to answer this , actually I would appreciate it if you could let me know whether my scenario answers need more changes.
I have solved the last part that is Q7,8. and 9
can you please refer me to a good source for child behaviour and strategies to deal with children with behaviorial issues
Your Assignment Type: Other
Currently Working in Childcare? Yes
Your knowledge: Basic Knowledge
Your Question?
3. Read the following two scenarios and detail how you could challenge the adult’s expectations about the child’s behaviour.
a. Ten month old Lincoln is confidently crawling. His mother expresses concern that he is not yet walking stating, “Both my brother’s children were walking this age. Lincoln should be too.”
b. Tiffany has just turned four. She refuses to attempt to dress herself, and frequently says, “I can’t” when encouraged. When you approach her father to discuss the situation, he replies, “Oh, she’s only little still, there’s plenty of time for her to learn how to do that, so I always help her do it.”
Guiding children’s behaviour is an important aspect of educating young children, yet for many educators this can be challenging. Of central importance is the educator’s capacity to reflect on the child’s behaviour to understand the child’s thoughts, feelings and needs, rather than just focusing on the behaviour in isolation. Positive strategies need to be developed to assist children to learn appropriate ways of behaving and to learn skills that will help them to ultimately learn to manage their own behaviour. Unreasonable discipline practices are not permitted in education and care services, not only because the child may be physically harmed, but also because it has detrimental effects on the child’s self-esteem and feelings of security. Educators must be aware of their obligations in relation to guiding behaviour. These are outlined in the suite of National Quality Framework documents and in service policies.
4. Explain your beliefs about, and approach to, positive behaviour guidance for young children.
5. Researchers have stated that in some cases inappropriate behaviour may be the result of children’s emotional needs not being met. Taking this into consideration, explain the importance of relationships, circle of security and attachment theory, in relation to behaviour guidance in young children, and its implications for you as an educator (approximately 300 words).
6. Explain how responsiveness and support through connections can be a strategy for supporting young children’s behaviour (approximately 200 words).
7. Considering the Early Years Learning Framework Principle – Partnership with Families, and the National Quality Standard (NQS), Quality Area 6 - Collaborative partnerships with families and communities:
a. In your own words, list five benefits stemming from working in partnership with families to provide quality education and care for children.
b. Outline a minimum of five strategies to enable families to meaningfully engage with, and/or give feedback on a service or program. Provide a brief implementation plan as to how you could facilitate each of these.
Strategies Implementation plan
What is your answer so far or What have you done so far as an attempt to solve this question?
1. List five ways you can show genuine acknowledgement of children’s efforts and achievements.
1. Ways to show genuine acknowledgement –
• By Linking children's success to the effort they put into an activity and appreciating by saying "You thought long and hard about where Kiara might be hiding, then you remembered she likes to hide in the cubby house and you found her ' good thinking!"
• By Linking children's activities with the feelings of enjoyment they experience while doing them and appreciating it "You tried to catch the ball three times Libby, you seem pleased that you did so well."
• By Comparing how children are going with how they have performed in the past "You have drawn on so much more of your page than last time Noah."
• By specifying praise ” You have used so many colours in your painting Lilly."
REFERENCE - http://www.kidsmatter.edu.au/families/a ... g-children
2. Read the following three scenarios and for each, detail:
3. Scenario 1: Amelia is 3.1 years old. She is an only child who has been attending your service for two months, one day per week. You have observed, on a number of occasions, Amelia’s lack of confidence to participate in most gross motor experiences. Observations have identified her coordination skills to be at an emerging level. Outdoors, she prefers to spend time engaging in more sedentary play experiences with one or two other children. One afternoon, you notice Amelia standing in front of the balancing plank which is approximately 30 cm off the ground, jiggling on the spot. Her friend is confidently navigating her way around the obstacle course. Amelia watches her friend as she completes all of the stages of the course and returns to the start to have another turn. Her friend calls to her, “Come on Amelia, follow me,” to which Amelia responds, “No, I can’t do it, I’m scared.”
a. How you would respond to each child
a. I would help Amelia by encouraging her and offering to support her by holding her hand while she successfully completes the balancing plank obstacle course and then praise her efforts by telling her how brave she has been and making her understand that I am proud of her to have undertaken the activity, making sure to relay that it was all her own effort that made it a success so she has confidence in trying the activity independently next time, although I would continue helping out as many times as required to build her confidence.
b. The information you would communicate about the child’s interests and development to the family
b. firstly I would share with Amelia’s family her success at the obstacle course with my help which would be encouraging to Amelia and then I would convey to her family that she is starting to take an interest in more challenging activities and should be encouraged so she gains confidence in her own skills and develops motor skills also, I would assure them of being supportive to Amelia’s efforts at gaining dexterity in motor skills at Preschool.
c. Education and care strategies you could develop together with family to support the child’s learning
c. I could plan a slightly less difficult obstacle course to encourage Amelia at preschool while collaborating with her parents to encourage her to use different modes of physical activities with her to let her gain more confidence in her self, for example, hopping on the carpet from the bed or couch or jumping from a short bump, may be keep pillows as steps and hop onto one pillow from another, to let her gain confidence in jumping and hopping as well as gain balance with little heights.
d. One suggestion to encourage the family’s participation in the child’s experiences
d. I could invite her family to come and watch her play at the play area so they are involved in Amelia’s experiences .
Scenario 2: Baxter is 2.4 years old and has been attending your service 3 days a week since he was 18 months old. Baxter is the youngest of three children, with twin older sisters, aged 7. Baxter’s language, cognitive and physical abilities are remarkable, meeting milestones well above developmental levels for children his age. It is late in the afternoon, and all remaining children at the service are grouped together in the pre-prep room. Baxter selects an unfamiliar 16 piece puzzle from the shelf, and sits down at a table with it. He looks intently at the puzzle for approximately 20 seconds before turning out the pieces, and completing it in less than 90 seconds. Upon completion, he gets up from the table, replaces it on the shelf and asks, “Can I have a tricky puzzle? That one was easy.”
a. How you would respond to each child
a. I would appreciate Baxter’s efforts and praise his skill with the puzzle and then offer him another puzzle a little more complex than the first one and this time I will ask him to show me how he did it so fast, to encourage him to talk about his achievement, I may even encourage him to make his own puzzle as he will learn to create challenges for himself if the activities provided are too easy for his mental stimulation.
b. The information you would communicate about the child’s interests and development to the family
b. Firstly I would praise the child while providing accurate feedback on his progress to his family than I would ask for suggestions from his family about how best to support Baxter in Achieving the best outcome in his learning and developmental goals.
c. Education and care strategies you could develop together with family to support the child’s learning
c.
d. One suggestion to encourage the family’s participation in the child’s experiences
d. I could ask the Family to provide a stimulating home environment to support Baxter’s learning needs
Of late, ball games have been an area of high interest for many of the children, including Tyson. You have provided the children with a variety of balls, hoops, cones and nets for them to create their own games. Tyson has been practising kicking a soft, large ball toward a set of cones for the past two days. He has refined his skills somewhat, but continues to find it challenging to propel the ball far enough or with sufficient accuracy to score a goal. Today, you overheard the children strategising as to how they could help Tyson. Aiden says, “Hey Ty, what if we make the goal wider and you dribble the ball along. That’s what I have to do at soccer training and it helps me.” The children busily work together to decide how far apart the goals should be. Aiden demonstrates his dribbling technique to Tyson. Tyson excitedly shuffles the ball along the ground toward the goal area and gives one final push. The ball nudges the outside cone, deflects, and goes between the cones into the goal area. The children and Tyson all cheer loudly. Tyson smiles widely and his friends gather around him to share high fives.
a. How you would respond to each child
a. I would appreciate Tyson pat him on the back and say “Well done! Tyson, I knew you could do it, you tried so hard and good thinking Aiden , good job helping Tyson make the goal I am proud of both of you”
b. The information you would communicate about the child’s interests and development to the family
b. I would share Tyson’s success with his family and ensure he gets more opportunities to feel confident in his abilities.
To Aiden’s family I would convey how wonderfully he helped his friend and make sure he receives credit for his thoughtfulness.
c. Education and care strategies you could develop together with family to support the child’s learning
c. We could hold a match to show case tysons new abil
d. Invite the family to watch Tyson while he practices for a match to showcase his newfound skill.
ity with the same wide goal while inviting his parents to watch and encourage Tyson.
d. One suggestion to encourage the family’s participation in the child’s experiences
Description and Message:
I have answered Q1 with different case scenarios and Q2 but need help with Q3 to Q6, I am just not sure how to answer this , actually I would appreciate it if you could let me know whether my scenario answers need more changes.
I have solved the last part that is Q7,8. and 9
can you please refer me to a good source for child behaviour and strategies to deal with children with behaviorial issues
,
