Posted: June 20th, 2015

Assignment 2a: Evaluate, Construct and Reflect On Pro-social Guidance Approaches at Fairfield Hospital Childcare

Table of Contents

Assignment 2a: Evaluate, Construct and Reflect On Pro-social Guidance Approaches at Fairfield Hospital Childcare  1

Pro-Social Guidance. 3

Overview of the Current Approaches and Strategies to guide children’s behavior 3

Outline of Chosen Guidance Approach ad Strategies to Guide Children. 4

Discussion of utilization of selected approach in Professional Experience Setting. 6

Critical Evaluation of the effectiveness of the guidance strategy for promoting the social interactions  7

Reflection on meeting the ethical and professional requirements in guiding children at Fairfield Hospital Childcare  8

Implication for future Professional Development 9

Reference List 11

Appendix. 14

 

Pro-Social Guidance

Sommerville, Zaidman & Pestronk (2013) presumed that behavioral guidance to the children in the early childhood setting is one of the most important things that allows children to learn and increases their skills for future development. Proper guidance by the Professional Experience (PE) at early childhood setting care organization will be the best methodology for controlling child’s behavior. Moreover, at the Fairfield Hospital Childcare, appropriate guidance to the children helps in improvement of guidance and controls their own behavior (Sørvoll, Obstfelder & Øberg, 2015). However, the professional experience at the Fairfield Hospital Childcare takes time to provide accurate guidance to the child in terms of controlling their behaviors given the fact that it does not directly rely on care.

Overview of the Current Approaches and Strategies to guide children’s behavior

In the childcare organization, behavioral guidance strategy helps in developing the child in a proper way in the future regarding their individual developments as well as needs. Moreover, proper strategies and approaches of the professional experience at the early childhood organization are aimed at developing the positive behavior of the child. The professional experience of the Fairfield Hospital Childcare takes several approaches and strategies in terms of guiding the child at their own behavior (Wong, Hockenberry & Wilson, 2011). The professional experience has the capability and potential of developing positive relationship with the children and motivates them in learning exact methods for individual development.

A good example is that, professional experience at Fairfield Hospital Childcare provides the knowledge that pertains to the benefits of daily activity maintenance. Professional experience promotes the development of children by empowering them to acquire good communication skills that are very important in exchange of information. It is very important to note that the professional experience accrued from Fairfield Hospital Childcare promotes a multifaceted forms of communication ie use of both verbal and non-verbal cues in exchange of information. It is a fact that professional experience encourages and assists children in proper decision making hence making them to become more independent and autonomus in their thoughts and actions. In accordance with the view of Song, Wu and Pan (2013) the professional experience that is propounded and exercised or exploited at Fairfield Hospital Childcare must put into consideration the approaches and emotions of children thatare destined to be supportive because the healthcare setup is one of the major setups that mixed reactions to any particular event, opinion, actions and/or even decision is viable and possible. Inculcation of Positive Behavior for Learning must also be ensured given the fact that the management of behavior is one of the core areas that promotes accumulation and dispensation of good professional experience especially in a child care set up like Fiarfield Hospital. It should not be ignored to mention that inculcating positive behavior towards the children’s learning processes provides proper guidance that creates independent opportunities hence enhancing the lives of children.

Outline of Chosen Guidance Approach ad Strategies to Guide Children

In order to guide the children properly, the professional experience exercised and gathered atFairfield Hospital Childcare had to take the effective guidance approach and strategies that redirect and shape the antisocial behavior. Therefore, implementation of the types of approaches and strategies that are observed during the individual career development must put into consideration the rule of natural justice and good moral conduct. Proper planning and approachare very important and necessary in guiding the children to become better adults in future.

According to Proctor (2013), it is therefore necessary to develop a safe and secure learning environment where children feels positive and think positive to learn best behaviours that promotes positive growth. It helps in developing the antisocial behavior to the children. The aspect mentioned above informed my decision to apply Vygotsky’s Socio-cultural Theory, the theory of planned behavior and the behavior analytic theory on change for guiding the children at Fairfield Hospital Childcare. Development and implementation of this model was predict to assist in providing appropriate strategies for guiding the children within the place of Fairfield Hospital Childcare as far as emotions, culture and social norms are concerned.

The Vygotsky’s Socio-Cultural Theory puts a lot of emphasis on cognitive development that allows professional experience exercise and encourages children to express their emotions and key strengths without fear or favor; it also promotes the development of social competence. Murphy et al. (2011) highlights that Vygotsky Socio-cultural theory, the behaviour analytic theory on change and the theory of planned behaviorare the most preferable theories and are widely applied in most health facilities across the whole world owing to their wonderful benefits especially on cognitive and physical development of individuals. It is therefore clear that the theores are the most effective and efficient tool that can be used toavoidand minimize the several behavioral problems of children in an academic manner. Through implementation of the techniques that are described in the Vygotsky’s Socio-Cultural theory and theory of planned behavior,it is very possible to observe the behavior of children; it is also becoming the effective methods regarding risk mitigation to the health and safety of the peers (Miller, 2010). Putting into practice theVygtsky’s Socio-Cultural theory, the theory of planned behaviour and the behaviour analytic theory on change will therefore be appropriate in correcting the unbecoming behavours of children.

Discussion of utilization of selected approach in Professional Experience Setting

In order to guide the children properly, I selected the Vygotsky’s Socio-cultural Theory, the thory of planned behaviour and the behaviour analytic theory on change for development of Professional Experience. I implemented the theories for guiding the essential aspects which have the potential of assisting the children to develop individual approach aimed at shaping their own behavior. I developed a framework of reciprocal responsibilities and rights between me and the child at Fairfield Hospital Childcare. I also maintained the clear guiding system in terms of guiding the child for positive behavior in the future (Khutorovsky, Samotokhin & Alfriend, 2013). Moreover, I also controlled the proximity and ignored the tactics of ignoranceand refocused on casual behavior. All these are implemented in terms of maintaining the limit of any consistency, anxiety, powerlessness.

However, in order to provide proper guidance to the children at Fairfield Hospital Childcare, I modeled positive guidance strategies including the care aspect, positive language, free exchange of ideas, making relationship with children, politeness, effective communication and most importantly self-regulation. In order to make positive behavior of the child, I made the actions of pro-social behavior regarding observation of the child’s strengths. According to Holmes, Oldfield & Polichroniadis (2011), professional experiences are the key approaches of guiding people through making conflicting ideas to become a source of great opportunities.

The approach that I adopted helps the child care executive at Fairfield Hospital Childcare to avoid mistakes and resolve issues regarding guidance of children in a better manner. The approach that has been selected for this study; Vygotsky’s Socio Cultural Theory helps in avoiding the response pertaining to secondary behavior as well as allowing provision of a clear direction to the childcare care educators that have responsibilities to deliver within the child care facility. Moreover, this approach also allows the childcare centre at Fairfield Hospital Childcare tocome up with ideas that provide positive values regarding guidance of children (Hedegaard, 2008).

Critical Evaluation of the effectiveness of the guidance strategy for promoting the social interactions

Majority of children at the Fairfield Hospital Childcare respondeddesirably during the utilization of selected approach. It helped in stopping the problems that arise in providing behavioral guidance to the children. It is also important to highlight that I ignored certain behavior that had strong negative impact on the children as far as behavior change is concerned because of their unviability. Constant monitoring of children and identification of their strengths became an affective procedure in curbing undesired behavior (Harrison, 2012). Apart from that, the selected guidance strategy will be effective because the enthusiasm of the selected strategy has proper complaints; it will resultinto intrinsic motivation. Therefore, the simulation will be higher regarding guiding the children in a positive way.

However, the theory of Piaget will be an effective approach for cognitive development that further supports positive behaviour change. The self-estimation of the child care executive at Fairfield Hospital Childcare can enhance positively towards the achievement of best guidance as well as personal including social development (FAHL JR., 2011). The selected theory helps in building coping mechanism that provide the early childhood setting in developing their own strategies for guidance to the children with anti-social behavior. Moreover, educators at Fairfield Hospital Childcare can develop the Kohlberg’s theory of moral development.

It helps in developing proper rules and responsibilities regarding guiding to the children that meet with the expectation of higher management authority and child’s parents. Moreover, Clifford (2013) acknowledged that Kohlberg’s theory of moral development is also helps in strengthening the ability of judging children’s strengths and requirement. Furthermore, Bilton & Cayton (2013) opined that through the use of behavioral management strategies and techniques, healthcare executives are allowed to ignore the raise problems while making relationship with the children. It is a good example of enhancing moral growth of the professional experience at Fairfield Hospital Childcare.

Reflection on meeting the ethical and professional requirements in guiding children at Fairfield Hospital Childcare

During the implementation of selected guidance approach of Vygotsky’s Socio Cultural Theory, the theory of planned behavior as well as the behaviour analytic theory on change, itemerged very fundamental to consider ethical, obligatory and moral duties that are justifiable by the human rights acts as well as the policies thatregulates the operations of the hospitals. Through the implementation of selected children guiding approach, I was able to build a professional experience that helped me in maintaining my professionalism. Through was ensured through obtaining the parental consent including proper observation at the starting point of responsibility delivery and forming a partnership with them so that all the duties could be performed in a collective manner.

The previous guidance strategies as well as working activities allowed me in making decision as well as choice that opposed to provide a diagnosis experience and expertise (Proctor, 2013). I also maintained my professional conduct to move in a positive direction through observation of current approach at Fairfield Hospital Childcare. I also observed properly about the lifestyle of current community, psychological wellbeing, socio economic related factors that required guide children appropriately. To ensure good ethical practice and moral conduct, I made sure that I never labeled any child as an aggressive or withdrawn because such attributes carry negative connotation. I always guided the children with core social behaviors and provided them with proper guidelines and proceduresthat can be used to gather new information about their query.

Implication for future Professional Development

It is my sole responsibility at the Fairfield Hospital to promote proper guidance and developments of children as far as human personalities are concerned; this is a very important area in professional experience. I provided the guideline with unique human characteristics, cultural backgrounds and deferring styles that forms the main basis of human development both in the behavioral sense and the cognitive sense. However, it is important to note that several challenges were faced given the fact that any child care facility is meant to address problems which are medical in nature and therefore affects the mental abilities of the individuals in one way or the other. In order to make meaningful relationship with the children, there was a dire need with good intervention approaches that befits the expectation of children and delivers them appropriately to enhance their development. According to the approach of Khutorovsky, Samotokhin & Alfriend (2013), the professional experience at Fairfield Hospital Childcare has to must be utilized in an appropriate manner that enables the initiation of better models in regards to control of medical materials, resources and equipment.

According to Murphy et al. (2011) it is very clear that professional experience has the responsibility ofproviding positive feedback as well as the need to focus on the achievements and strengths of the child. Based on this fact, the PE as exercised in the health facility made it possible to provide proper guidance based on the strengths and achievements of children aimed at improving their individual abilities. According to my observation and appendix, this approach makes clear evidence that children have no sense of reacting to provocation.

In addition, the theories, principles, prosocial guidance approaches/strategies and standards which underlie Early Childhood education have a major impact on the nature of education, children’s behavior, conduct and development (Woodhead, 2006). They are very crucialin creating proficient behavioral styles in the Early Childhood setting, classroom and in the environment (Vygotsky, 1978). It is good to recognize that the early years were the most vital times to educate children, promote positive behavior, provide quality education and adapt the environment, routines, classroom elements and societal approaches in order to further improve children’s development, wellbeing and try to assist children in overcoming challenging behavior by incorporating Pro-social behavior guidance strategies in order to provide quality education and care (Woodhead, 2006).

Guidance Approach

Planned learning experience 1 (reading a book me) Child’s Name/s: Patrick, Date: 25/05/2015 what is the experience? I will read a book called me with children. What is the learning focus? Based on the Patrick (Woodhead, 2006), the emphasis include: – To promote in all children’s a strong sense of who they are and their connectedness to others- To promote interactions via play experiences in order to promote the idea of being respectful to each other (Kaiser & Rasminsky, 2012). Why am I planning this experience? – In my own view, I have realiozed that most children love reading books – children needs to understand themselves and relate with each other (Outcome 1, DEEWR, 2009). What resources do I need? Some few potatoes-the game of hot potatotoes. What do I need to do to ensure that this experience meets health and safety requirements? – I will try to inquire from my supervisor to advise me on what strategies to deploy so that the children can feel encauraged. When is the best time and place for this experience? The most appropriate time is in the morning hours when children are still very active. The best place: in a closed but spacious room. How will I interact with the children to enhance their learning? – I will gather the children, engage them in a debate on the importance of consuming hot potatoes and its real – I will encourage children to ask questions about the book such as the images on each page. – I will persuade them to ask as many queries as possible eg ‘what do you know about yourself?’ and ‘which features makes you different with others?’ – I would be responsible of telling children the reasons why respect is important, sharing the hot potatoes and showing them the importance of working as a team (Woodhead, 2006). How did it go? – I took a snake like object and a ladder and went around the corner to feel isolated. The attention of the children was drawn by the snake like thing but I assured them that they will have the best experience because it was not a real snake. Patrick had shown an interest and wanted to know why I had a snale like object and a ladder. – I asked children several open-ended questions to make them think about good choices and positive manner when interacting with others (e.g. ‘who amongst you feels that he/she is friendly?’, ‘What is a good manner?’ and ‘is it a good think to scare others with a snake when they want to climb the ladder? If not, what should be recommended?’). In fact, children were keen to show me their understandings of being nice and respectful to our friends by telling me how nice they are. Analysis of children’s learning – I have a strong feeling that guidance offered to children offers more benefits than discpline itself (Woodhead, 2006). Therefore, my strategy of introducing the approach of ‘Be respectful have fun’ made children think about what are nice manners. The children were able to inteprate the role that snake played in the game as well as the significance of the hot potatoe game. I often asked them the characters that make people friendly? Patrick gave a response by saying ‘Me, is friendly because I don’t fight with others. In this case, I praised this positive response, ‘aahhh you are friendly of course…I see you love your friends’. Many children accepted that friendly people don’t fight that they gave me an assurance that they will not fight each other. It can therefore be deduced that the children learned positive behaviour that promotes respect and this was displayed by their reactions to my open-ended questions. I will plan an experience that engages a small group of children to play. Children loves to play the game of hot potatoes and the snake-ladder game because they tend to explin the negative impacts of scaring others away for the benefit of just one individual. Therefore, I will plan a learning activity with the game of hot potatoes as well as the ladder-snake game for little children because out of them, they can learn the benefits of sharing which promotes good behaviour (Hockenberry & Wilson, 2011). Lesson learned from the experience? Children normally become unethical and immoral without good knowledge of their actions. The parents have the responsibility to instil good behaviour in their children by doing the right things in their presence. My approach of deploying the two playing materals was very properous because it made me realize why children develop unbecoming behaviour.

 

 

Reference List

Bilton, D., & Cayton, H. (2013). Finding the right touch: extending the right-touch regulation approach to the accreditation of voluntary registers. British Journal Of Guidance & Counselling, 41(1), 14-23.

Clifford, R. (2013). Children of Rogernomics: a neoliberal generation leaves school. British Journal Of Guidance & Counselling, 41(4), 463-465.

FAHL JR., N. (2011). COMMENTARY. A Conservative Approach for Restoring Anterior Guidance: A Case Report1. Journal of Esthetic and Restorative Dentistry, 24(3), 183-184.

Harrison, G. (2012). Hybrid Guidance Law for Approach Angle and Time-of-Arrival Control. Journal of Guidance, Control, and Dynamics, 35(4), 1104-1114.

Hedegaard, M. (2008). Studying children. Maidenhead, England: Open University Press.

Hemmeter, M., Ostrosky, M., & Fox, L. (2006). Social and emotional foundations for early learning: A conceptual model for intervention. School Psychology Review, 34(4), 583-601.

Holmes, J., Oldfield, A., & Polichroniadis, M. (2011). Creating change for complex children and their families. London: Jessica Kingsley Publishers.

Jolivette, K., & Steed, E. (2010). Classroom management strategies for young children with challenging behaviour within early childhood settings. NHSA Dialog, 13(3), 198-213.

Kaiser, B., & Rasminsky, J. (2012). Challenging behavior in young children: Understanding, preventing, and responding effectively (3rd Ed.). Upper Saddle River, NJ: Pearson.

Khutorovsky, Z., Samotokhin, A., & Alfriend, K. (2013). Guaranteed Approach for Orbit Determination with Limited Error Measurements. Journal Of Guidance, Control, And Dynamics, 36 (4), 1186-1193.

Krause, K. (2013). Sociocultural factors in the learning process. In S. Duchesne, A. McMaugh, S. Bochner, & K. Krause, Educational psychology: For learning and teaching (4th ed., pp. 376-445). South Melbourne, Australia: Cengage Learning.

Lin, M., & Bates, A. (2010). Home visits: How do they affect teachers’ beliefs about teaching and diversity? Early childhood Education Journal, 38 (3), 179-185.

Marion, M. (2011). Theoretical foundations of child guidance. In Guidance of young children. (8th ed., pp. 27-55). Boston, MA: Merrill Prentice Hall.

McInerney, D., & McInerney, V. (2010). Educational psychology: Constructing learning (5th ed.). Sydney, Australia: Prentice-Hall.

Miller, L. (2010). Practical behaviour management solutions for children and teens with autism. London: Jessica Kingsley Publishers.

Moffett, K., Swafford, M., & Richey, L. (2008). Merging developmentally appropriate practice with positive behavioural supports in early childhood programs. Dimensions of Early Childhood, 36(2), 21-27.

Murphy, S., Yaktine, A., Suitor, C., & Moats, S. (2011). Child and adult care food program. Washington, D.C.: National Academies Press.

Owley, S. (2014). Getting the buggers to behave (5th Ed.). London, UK: Bloomsbury.

Proctor, G. (2013). Maximising the benefits of psychotherapy: a practice-based evidence approach.British Journal of Guidance & Counselling, 41(5), 606-609.

Sommerville, R., Zaidman, C., & Pestronk, A. (2013). Coenzyme Q 10 deficiency in children: Frequent type 2C muscle fibers with normal morphology. Muscle & Nerve, 48(5), 722-726.

Song, M., Wu, W., & Pan, X. (2013). Approach to Recovering Maneuver Accuracy in Classical Coning Algorithms. Journal Of Guidance, Control, And Dynamics, 36(6), 1872-1881.

Sørvoll, M., Obstfelder, A., & Øberg, G. (2015). A participatory guidance approach: teaching assistants how to enhance motor development in children with cerebral palsy. Physiotherapy, 101, e1425.

Wong, D., Hockenberry, M., & Wilson, D. (2011). Wong’s nursing care of infants and children. St. Louis, Mo.: Mosby/Elsevier.

Woodhead. M. (2006) Strong foundations: early childhood care and education, Changing perspectives on early childhood: theory, research and policy.

 

 

Appendix

. Collect information relating to behavioural guidance in the PE setting: Before you develop your own guidance approach and strategies, you need to understand the setting’s approaches, policies and practices relating to child guidance. Collect information on the following aspects

What challenging behaviours are displayed by children in the centre/ school?

Patrick is a four year old male who was recently diagnosed with Sensory processing disorder. In reference to my observations and a conversation with the room leaders in the 3-5s room, he is the only child who displays serious defiant and non compliant behavioural problems. This includes:

• Refuses to co operate and follow given instructions given by educators.
• Answers back when given verbal instructions by educators and refuse to cooperate throughout the daily routine.
• Refuses to share equipment and toys with his fellow peers.
• Constantly throws equipment on the floor and destroys equipment.
• Continuously throws tantrums and emotional outburst throughout the daily routine.
• Results in anger outburst when he doesn’t get his way or is asked to follow rules for example no running indoors.
• Patrick shouts, bullies other children and constantly will burst out in tears.
• Fails to follow class rules and instructions by educators.
• Patrick shows signs of withdrawal during the daily routine both emotional and social.
• Shouts out during group time and is easily distracted.
• Shows aggressive behaviour whilst undertaking group activities with peers and interacting with other children
• Continuously destroys artwork/drawing of other children
• Tears the pages from the books
• Hitting and Kicking
• Eazily distracted throughout the daily routine/ experiences.

Details of what happened in those situations. When did they happen and what were the reasons for challenging behaviours?

Details of Behaviour	Justification/circumstances of the Challenging behaviour   (Note: These situations are only some of the challenging behaviour which has occurred)
Morning Outdoor free play: (Sandpit area) 6th of May 2015 Behaviour shown: Aggression, Swearing, Yelling and throwing equipment.	During Morning outdoor free play, Patrick chooses to interact in the sandpit area with another peer. Patrick snatches the shovel off his fellow peer member and shouts in anger “No that’s mine not yours”. When the educator intervenes and asks Patrick to return the shovel he giggles and states “No I want it it’s mine I don’t share” and results in a massive emotional anger outburst which results in throwing the shovel at the educator and Patrick walks away.
Group time: 11th of May 2015 Behaviour displayed: Refuses to follow verbal rules from educators.	During group time, the educator “Kerrie” is conducting an activity in relation to animals”. Patrick continuously shouts during the group time, speaks whilst his peer members are speaking, pushes and shoves other children and when asked to listen Patrick states “No”, shrugs his shoulders and continues to talk to another child.
Pack away time before lunch time: 15th of May 2015 Non-Compliance	When the educators asked Patrick to help responds ” No i don’t have to it’s not my job and points at another peer and says they can do it” and throws the toys of the shelf. Patrick continues to do this behaviour until the educator states “If you don’t stop you will sit in the office”.
Afternoon tea Date: 19th of May 2015 Behaviour displayed: Displays aggression towards staff members and peers	During afternoon tea time Patrick became frustrated and extremely angry when another child was using the tongs to serve fruit. Patrick showed aggression by “grabbing the child’s shirt and saying hurry up your to slow” and started answering back when a staff member intervened Patrick became defensive and through his plate of fruit on the ground.
Outdoor free play Date: 28th of May 2015 Snatching the bike of another child	During outdoor free play Patrick is told to share the bike with another child. He snatches the bike off another child and hits the child. When the educator intervenes Patrick responds “it’s my bike I don’t want to share”.

 

What disciplinary or guidance strategies did educators use to guide or discipline children?  

The educators at Fairfield Hospital adhere to the behavioural management policy and use a variety of different disciplinary and guidance strategies when managing the behaviour of Patrick and the children in the setting. These strategies are all equal and inclusive to all children.

• The Staff provide children with verbal warnings several times before using the time out method and isolating the child from certain activities. When the child is non complaint they are isolated from certain activities and given time to reflect on the negative behaviour. After, the child has had time out the setting discusses the negative behaviour with the child and gets the child to reflect on feelings such as “How would you feel if someone hits you?” and encourages the child to apologize to the staff member or peer.
• The staff use positive reinforcement strategies to redirect appropriate behaviour such as “We walk inside” instead of no running inside.
• The staffs display positive behaviour throughout the daily interaction with the child in order to role model appropriate behaviour.
• The staff initiates strong relationships with the child’s parents and develop strategies/goals in order to address the child’s behaviour. This ensures there is continuity between the home/setting to further develop the child’s behaviour.
• The centre regularly discusses rules and expectations during the group time and negotiates rules with the children.
• The centre involves intimating rules/ instructions with the children in order to involve them in the rule process. This allows the children to determine between appropriate and negative behaviour.
• The staff ignores the child who has demonstrated the negative behaviour but encaurages in one way through their exemplary practices so that they can learn for themselves.
• The staff demonstrates required behaviour through role modeling the behaviour. This is demonstrated through explaining the required behaviour with children, using examples of the difference between positive and negative behaviour.
• The centre programs lessons in order to address appropriate behaviour such as activities on “sharing”.
• When Patrick results in negative/destructive behaviour the educators calm Patrick down as he has sensory processing disorder.
• The staff commend and reccommend children’s socially acceptable behaviour
• In reference to Kerry a staff member in the 3-5s room it has been stated that they ignore swearing behaviour due to the fact that if they display a strong reaction, it will reinforce the effect swear words have on the child (Fairfield Hospital Childcare Communication, 2015).
• The staff will look at the whole situation and assess the reasons behind the behaviour and will further plan strategies in order to prevent the situation from reoccurring.
• The centre has put in place a behavioural management policy in reference to Becca which is utilized with Patrick in collaboration with his mother Crystal. This is utilized in order to provide behavioural management strategies both in the home and setting.

What are the guidance policies of the centre/school? (Refer to policy see appendix for full detail)

Summary:

• In reference to the Fairfield Hospital childcare policy behaviour management is defined as “sustaining strong self esteem and permitting children to feel capable and component (Fairfield Hospital Childcare Policy, 2015). The centre collaborates utilizing all stakeholders such as children, families and staff in order for children to feel safe, have a voice and feel protected.
• The policy has stated that management supports optimistic behavioural management policies in the setting which strongly respect collaboration and continuity by staff, children and families. The management entitles that children feel protected at the setting and make sure they adhere to the appropriate legislation policies of care and behaviour towards the children.
• The centre and staff ensures that they document behavioural issues and it is kept confidential. The setting also ensures that the learning environment avoids difficult situations or issues which adhere to behavioural issues by ensuring adequate space, strong supervision and activities. The staffs are required to acknowledge different child rearing upbringing and discuss these issues with the child’s caregivers.
• The parents have a huge say in the policy and are encouraged to implement. The parents are further encouraged to collaborate with staff in behavioural management programs which may be implemented and put in place to further improve the child’s behaviour. The setting will provide parent’s with resources in order to address behaviour and the appropriate developmental stages for each child. Parents are also encouraged in the review process of the policy.
• The children are the main stakeholders of the policy and they are the primary concern of the policy. The children are supported and guidance approach behaviours are incorporated through optimistic strategies/solutions. The behaviour management method will look at the whole child and focus on the child’s cultural background, developmental level of understanding and the child’s ability. Additionally the centre encourages children to further express feelings and recognize feelings, emotions and thoughts of other children. Children are encouraged to self regulate their behaviour and the behaviour of other children.
• Program: Furthermore the centre’s program supports natural and social behavioural consequences of children’s behaviour. Resources are provided which ensure children to further develop their needs and emotions of themselves and others. The program incorporates a variety of positive behaviour management techniques and the program looks at incidence of inappropriate behaviour which is regularly evaluated.

 

• The policy has a variety of strategies for all stakeholders which consist of the centre’s management, the centre, staff and strategies in order to handle inappropriate behaviour such as biting, swearing, tantrums, behaviour, sex play/acting out and non participation/shy withdrawl and has strategies in order to handle difficult behaviours.

How did educators organise routines, classroom activities and learning environments to minimise disciplinary problems?

• The centre incorporate rules in order to provide a structured environment for the children. Rules have been put in place in order to teach children what behaviours are acceptable and not appropriate throughout the childcare setting in order to effectively discipline children. Furthermore, the centre encourages children to develop their own discipline concequence strategies for negative behaviour. This is implemented in order for children to develop problem solving skills and solutions for negative behaviour.
• The centre Involves children in the rule making process and allows children to develop their own rules regularly. This helps children develop an understanding of what behaviours are acceptable and what behaviours are not acceptable.
• Fairfield Hospital childcare sets up a conductive environments which is stimulating, interest and strength based in order to decrease the possibility of challenging behaviour from taking place.
• Discusses the desired behaviuor/instruction before undertaking a group time/experience with the children.
• Promotes a conductive environment which encourages turn taking/sharing. According to Becca“Patrick has not grased the concept of sharing adequately” therefore the centre purchases a variety of the same toy in order to avoid certain behavioural issues.
• Incorporates a variety of learning book experiences and discussions on the importance of turn taking, sharing, manners and feelings resulted in both negative/positive behaviour.
• Staff provides rules and guidance on how to handle objects/activities. This is incorporated through role modeling strategies in order to show children how to handle certain objects, toys and materials.
• The centre provides a range of different learning spaces for both planned small activities and individuals.
• The centre utilized a variety of different learning area including calm areas for Patrick due to his sensory processing disorder. For example a quite puzzle area on animals
• The centre plans routines and activities which promote and encourage the desired behaviour. This is utilized through books, activities, games and songs.
• The centre reads stories known as Clifford’s Manners or Excuse Me in order for Patrick to learn to develop manners during group time/experiences.
• During the daily routines the centre highly values and incorporates manners by encouraging the children to say “thankyou” and “please”

How did caregivers promote prosocial learning in that setting?

• The staff members utilize the conflict resolution management in order to address and minimize behavioral issues.
• The members of the staff became very instrumental in becoming role models by putting into practice good moral virtues and ethical conducts that instilled positive attitude.
• The staff role model appropriate behaviour in order to promote the desired behaviour and encourage children to imitate the required behaviour.
• The staff addresses negative behaviour through the use of positive reinforcement and redirecting appropriate behaviour for example “we walk inside” instead of focusing on the wrong doing “No running”.
• Reminding children about the expectations and rules before undertaking an experience and during the daily routine.
• Continuously encouraging children to discuss their feelings and apologizing to the staff member or child involved.
• The staff provides a learning environment, routines and transions whichaim to try minimise behavioural occurances through space, experiences and incorporating interest based activities.
• The staff reinforce requirements by using positive language with the children and avoid using terms such as “ No” and “do not”
• Incorporates positive behaviour management strategies by collaborating with all stakeholders involved such as staff, parents and the child’s families.
• In reference to “Becca” the centre involves families in order to develop a behavioural management program which can be continued at home.
• The staff develops strong relationships with the children in order for children to feel safe, protected and can communicate with staff about concerns. Becca the room leader has stated “this ensures that children have the ability to know they can count on educators and will adhere to rules/instructions”.