Unit 12 Support children’s positive behaviour

Slides:



Advertisements
Similar presentations
Unit 1.2 Support healthy lifestyles for children through exercise
Advertisements

Unit 9 Supporting emergent literacy
CACHE Level 2 Intro to Early Years Education © Hodder & Stoughton Limited CACHE LEVEL 2 INTRODUCTION TO EARLY YEARS EDUCATION AND CARE Unit 11 Use observation,
CACHE Level 3 Early Years Educator CACHE LEVEL 3 CHILDCARE & EDUCATION Unit 8 Professional Practice Portfolio 1 © Hodder & Stoughton Limited.
Unit 1.3 Support physical care routines for children
Unit 1.3 Support physical care routines for children
Unit 2.1 An introduction to the role of the early years practitioner
CACHE Level 2 Intro to Early Years Education © Hodder & Stoughton Limited CACHE LEVEL 2 INTRODUCTION TO EARLY YEARS EDUCATION AND CARE Unit 5 Understand.
Unit 2.1 An introduction to the role of the early years practitioner
CACHE Level 2 Intro to Early Years Education © Hodder & Stoughton Limited CACHE LEVEL 2 INTRODUCTION TO EARLY YEARS EDUCATION AND CARE Unit 9 Engage in.
CACHE Level 3 Early Years Educator CACHE LEVEL 3 CHILDCARE & EDUCATION Unit 8 Professional Practice Portfolio 1 © Hodder & Stoughton Limited.
CACHE Level 3 Early Years Educator CACHE LEVEL 3 CHILDCARE & EDUCATION Unit 8 Professional Practice Portfolio 1 © Hodder & Stoughton Limited.
Unit 6 Supporting children’s play
CACHE LEVEL 2 INTRODUCTION TO EARLY YEARS EDUCATION AND CARE Unit 1.3 Support physical care routines for children.
CACHE Level 2 Intro to Early Years Education © Hodder & Stoughton Limited CACHE LEVEL 2 INTRODUCTION TO EARLY YEARS EDUCATION AND CARE Unit 12 Support.
CACHE Level 3 Early Years Educator CACHE LEVEL 3 CHILDCARE & EDUCATION Unit 8 Professional Practice Portfolio 1 © Hodder & Stoughton Limited.
CACHE Level 2 Intro to Early Years Education © Hodder & Stoughton Limited CACHE LEVEL 2 INTRODUCTION TO EARLY YEARS EDUCATION AND CARE Unit 5 Understand.
Unit TDA 2.9 Support children and young people’s positive behaviour.
Unit 1.3 Support physical care routines for children
CACHE Level 3 Early Years Educator CACHE LEVEL 3 CHILDCARE & EDUCATION Unit 8 Professional Practice Portfolio 1 © Hodder & Stoughton Limited.
CACHE Level 3 Early Years Educator CACHE LEVEL 3 CHILDCARE & EDUCATION Unit 9 Supporting emergent literacy © Hodder & Stoughton Limited.
Unit 2.1 An introduction to the role of the early years practitioner
Unit 8 Support the needs of the child in preparing for school
Unit 7 Support children’s play in early years
Learning Outcomes LO4 Be able to work in ways which support equality, diversity and inclusive practice. AC 4.1 Interact with children in a way that values.
Learning Outcomes LO3 Know how to access information, advice and support about equality, diversity and inclusion. AC 3.1 Identify sources of information,
Unit 3 Providing safe environments for children
Unit 5 Understand how to work in partnership
Learning Outcomes LO1 Understand approaches to planning when working with children from birth to 7 years. AC 1.1 Explain why the early years practitioner.
Unit 5 Understand how to work in partnership
Unit 6 Understanding children’s additional needs
Unit 8 Support the needs of the child in preparing for school
What is the same and what will be different?
Unit 7 Support children’s play in early years
Unit 7 Support children’s play in early years
Unit 3 Providing safe environments for children
Unit 2.1 An introduction to the role of the early years practitioner
Learning Outcomes Reflect on personas and their impact on practitioners Consider labelling and what makes us different Identify policies and procedures.
Unit 3 Providing safe environments for children
Unit 1.2 Support healthy lifestyles for children through exercise
Unit 6 Supporting children’s play
Unit 8 Professional Practice Portfolio 1
Unit 11 Use observation, assessment and planning
Unit OP 1 Support children with additional needs
Unit 5 Play and learning © Hodder & Stoughton Limited.
Unit OP 1 Support children with additional needs
Unit 3 Use legislation relating to the health and safety of children
Unit 8 Professional Practice Portfolio 1
Unit 5 Play and learning © Hodder & Stoughton Limited.
Unit 3 Use legislation relating to the health and safety of children
Unit 2.1 An introduction to the role of the early years practitioner
Unit 10 Supporting children’s development
Unit 10 Supporting children’s development
Learning Outcomes LO2 Understand how to plan to meet the needs of children. AC 2.4 Devise a plan to meet the needs of an individual child. AC 2.5 Explain.
Unit 3 Use legislation relating to the health and safety of children
Unit 12 Support children’s positive behaviour
Unit OP 1 Support children with additional needs
Classroom Management.
Unit 6 Supporting children’s play
Unit 7 Support children’s play in early years
Unit OP 1 Support children with additional needs
St Cuthbert’s Behaviour and Discipline Parent Information Session
What does your child do in Foundation Stage Two?
Level 2 introduction to early years education and Care – U11
BEHAVIOUR MANAGEMENT STRATEGIES
Handout 4 How to provide customer service
Promote Children and Young People’s Positive Behaviour
NCFE SUPPORTING TEACHING AND LEARNING LEVEL 3
SESSION 4 Understanding behaviour 4.1.
Behaviour that challenges
Presentation transcript:

Unit 12 Support children’s positive behaviour

Learning Outcomes LO1 Understand policies and procedures relating to children’s positive behaviour. AC 1.1 Identify policies and procedures relating to children’s positive behaviour. AC 1.2 Explain the need for a consistent approach in applying boundaries and guidelines for children’s behaviour.

1. Understand policies and procedures relating to children’s positive behaviour (1.2) Time: 15 mins Do you always follow the rules? Consider: Did you always wear the correct uniform when told? Have you ever gone through a ‘no entry’ door? Do you get home when you are supposed to? Do you do everything that is asked of you? Did you ever try to get into a 15 film when you were 14? Which rules do you think can be broken? Why?

Policies and procedures 1. Understand policies and procedures relating to children’s positive behaviour (1.1) Policies and procedures There will be a range of policies and procedures in the setting that will support positive behaviour, and they will contain a variety of information including: Information on expectations of behaviour within the setting Reward systems for positive behaviour Sanctions or consequences for inappropriate behaviour How to handle conflict Dealing with bullying Attendance expectations.

1. Understand policies and procedures relating to children’s positive behaviour (1.1) Time: 20 mins Ask your supervisor if you can look at the policies and procedures (P&Ps) relating to children’s positive behaviour. Identify: What are the expectations for behaviour within the setting? How do the children know this? What reward systems are in place? Does this vary according to age and stage? How is bullying dealt with? How does the setting manage conflict? What happens if children are poor attenders? The title of each policy and procedure. While looking at the P&Ps, learners should consider the questions in this activity. This will give learners a broad understanding of how the setting supports positive behaviour and deals with inappropriate behaviour.

1. Understand policies and procedures relating to children’s positive behaviour (1.2) A consistent approach In order for children to be able to behave appropriately, they need to know what is expected of them. For example, a child will not know that they cannot take a certain toy into the outdoor area if no one has ever told them this. It is important not to muddle inappropriate behaviour with a child just not knowing what they can and cannot do.

1. Understand policies and procedures relating to children’s positive behaviour (1.2) Time: 15 mins How do children know about boundaries and expectations within your setting? Consider: How many children can play in the sand at any one time? Do children have to wear coats outside? How do children know what to do at snack time? Can children move toys around the setting? For example, can children take toys from small world play into the sand or water tray? How are children told what is expected of them? Learners should discuss whether there are clear boundaries and guidelines for children in the setting. Some settings may have basic instructions such as ‘only four children’, and this may have an image attached to the sand tray. Children may be reminded of expectations at the beginning or end of the day.

1. Understand policies and procedures relating to children’s positive behaviour (1.2) A consistent approach All adults must have a consistent approach when dealing with children’s behaviour. A child cannot be ‘allowed’ to do something one day and then be told off for it the next day. Practitioners must follow the same boundaries and guidelines within the setting, or children will become very confused.

1. Understand policies and procedures relating to children’s positive behaviour (1.2) Time: 15 mins Discuss how a consistent approach is used within your setting. Consider: Praise and encouragement Rewards Sanctions Dealing with conflict Expectations on behaviour Use of appropriate language Have you ever seen inconsistency in applying boundaries and guidelines for behaviour? Learners should discuss examples of good practice and possible areas for development.

1. Understand policies and procedures relating to children’s positive behaviour (1.2) A consistent approach If all the practitioners within the setting did not have a consistent approach to behaviour, then children may behave for one adult but show inappropriate behaviour in front of others. They may think, ‘You let me do it yesterday so I will try again today’. A consistent approach will teach children what is expected of them and what is appropriate behaviour.

1. Understand policies and procedures relating to children’s positive behaviour (1.2) Time: 15 mins Are you consistent in your approach to children’s behaviour within the setting? Consider: Do you know what is expected of children’s behaviour within the setting? Do you always challenge inappropriate behaviour? Do you always praise children for positive behaviour? Does your mood affect the way you deal with children’s behaviour? Do you have a calm approach to dealing with inappropriate behaviour, or does your manner change from time to time? Learners should reflect on their own abilities. Do they favour certain children, but sanction others constantly? If they are having a bad day, then are children affected? Do they feel they effectively deal with inappropriate behaviour?

1. Understand policies and procedures relating to children’s positive behaviour (1.1) Time: 15 mins Why is it important to have policies and procedures to help to promote positive behaviour? Consider: The age and stage of the children Individual needs Teamwork Partnership working. P&Ps set the guidelines and boundaries. Without these, there would be no consistency. P&Ps will support working with parents/carers, as they can be informed of the expectations within the setting.

1. Understand policies and procedures relating to children’s positive behaviour (1.2) Time: 15 mins A child refuses to sit at the snack table when eating, and you discover that they walk about when eating at home. How would you discuss this with the parent/carer? Consider: The need for a consistent approach Policies and procedures of the setting Working in partnership The impact on other children in the setting. This will enable learners to further explain the benefits of a consistent approach. This will also support the child with life skills. Other children may become distressed by the child’s behaviour, or may feel it unfair that the child is ‘allowed’ to do it.

Summary Every setting will have policies and procedures relating to children’s positive behaviour. These will set guidelines for the expectations of behaviour within the setting. A consistent approach to dealing with inappropriate behaviour will help children to understand what is expected of them.

Plenary Name two policies that relate to children’s positive behaviour. Describe three benefits of a consistent approach to dealing with inappropriate behaviour. Explain why parents/carers should know about the expectations of children’s behaviour within the setting.