1. Unit 12 Support children’s positive behaviour

2. Learning Outcomes LO2 Be able to support positive behaviour.
AC 2.1 Describe the benefits of encouraging and rewarding positive behaviour.
AC 2.2 Explain how modelling positive behaviours impacts on children’s behaviours.
AC 2.3 Model positive behaviours.
AC 2.4 Use positive reinforcement with children.

3. 2. Be able to support positive behaviour (2.1)
Time: 15 mins
Do you get a treat if you do well in something?
Consider:
Academic work
Progress review
Sports competition
Music exam
Helping around the home
Attendance
What do you think is a good reward for doing well?

4. 2. Be able to support positive behaviour (2.1)
Encouraging and rewarding positive behaviour
A child will respond to praise and encouragement from an adult.
If a child is rewarded for something they have done, then they are more likely to repeat the behaviour.
When children see another child rewarded for positive behaviour, they are likely to copy the behaviour in order to get praise and encouragement from an adult.
A smiling face and a ‘well done’ from an adult will encourage a child to repeat that behaviour.

5. 2. Be able to support positive behaviour (2.1)
Encouraging and rewarding positive behaviour
Most settings will have a reward system in place.
This can include stickers, charts, names on the board and weekly awards.
Practitioners have to be consistent in the use of these systems.
A child could come home with a jumper full of stickers and not know what any of them are for.
Children need to know how and why they are being praised.

6. 2. Be able to support positive behaviour (2.1, 2.2, 2.3, 2.4)
Time: 15 mins
Discuss how your setting promotes positive behaviour within the setting.
Consider:
Stickers
Charts
Smiley faces
Names on the board
Star of the week
Are you able to give out these rewards?
How do you know when a child deserves a reward for their behaviour?
Learners should compare reward systems within the setting and their role in using these.

7. 2. Be able to support positive behaviour (2.2, 2.3)
Modelling positive behaviour
Adults have to be aware of their behaviour and language when around children, as children copy what they see and hear.
Practitioners must demonstrate the behaviours they expect from children.
If a child sees a practitioner being kind and caring, then the child will repeat this behaviour.
However, children will also copy adults who shout and use inappropriate language.

8. 2. Be able to support positive behaviour (2.2, 2.3)
Time: 20 mins
Research Albert Bandura’s ‘Bobo Doll Experiment’.
Consider:
What the children saw
How the children reacted
The role of the adult in modelling behaviour.
This is a classic example of the impact of what children see and hear.
Learners could share sources and short video clips where appropriate.

9. 2. Be able to support positive behaviour (2.2, 2.3, 2.4)
Positive reinforcement
Adults need to show and tell children what they can do, rather than what they cannot do.
All too often, the ‘rules’ of the setting are a list of ‘Do not’.
Positive reinforcement will praise and encourage children for what they have done correctly.
Practitioners need to be careful not to overuse terms such as ‘well done’ and ‘good job’, as after a while they will become meaningless.

10. 2. Be able to support positive behaviour (2.2, 2.3, 2.4)
Positive reinforcement
The language used must be age appropriate, but the choice of positive phrases over negative phrases will help children to know what is expected of them in the setting.
‘Do not’ sounds like a child is being told off.
Negative
Positive
Do not run
Please walk
Do not shout
Use quiet voices
Do not swear
We use kind words
No fighting
We have kind hands

11. 2. Be able to support positive behaviour (2.2, 2.3, 2.4)
Time: 15 mins
Discuss how children are encouraged to behave appropriately within your setting.
Consider:
The age and stage of the children
The use of positive reinforcement
The use of positive and negative language
Positive role models
Boundaries and guidelines.
Learners should discuss how practitioners support positive behaviour.
Learners should focus on how children are positively encouraged to behave.

12. 2. Be able to support positive behaviour (2.2, 2.3, 2.4)
Time: 15 mins
Are you able to use positive reinforcement to support children’s behaviour?
Consider:
Do you find yourself saying ‘do not’ more than you say ‘do’?
Do you praise and encourage children and use positive body language to show you are happy with their behaviour?
If a child does something really amazing, do you share what you have seen with other staff?
Do you expect inappropriate behaviour from certain children?
Do you now feel you overuse ‘well done’ and other similar phrases?
Learners should reflect on whether they are focusing on appropriate behaviour or inappropriate behaviour.

13. 2. Be able to support positive behaviour (2.2, 2.3, 2.4)
Time: 15 mins
Discuss examples of supporting positive behaviour within the setting.
Consider:
Reward systems
Children being proud of themselves
Praise and encouragement
Positive role models
Positive reinforcement
What really works when supporting children’s behaviour?
Learners should summarise supporting positive behaviour. Examples:
A rhyme or chant at tidy up time rather than shouting at children to tidy up
Children choosing ‘star of the week’
Responding to and recognising kindness
Children telling practitioners about acts of kindness.

14. 2. Be able to support positive behaviour (2.2, 2.3, 2.4)
Time: 15 mins
Create a set of ‘Golden Rules’ for the 3–4-year-olds room, and only use positive language.
Consider:
The age and stage
Physical actions
Appropriate words
Kindness
Feelings
Thinking of others
Can you think of another title that does not contain the word ‘Rules’?
Learners can use examples from their own setting, but they must focus on positive reinforcement and avoid the use of ‘do not’.
Learners should be creative in thinking up a positive title for the list. Examples:
At Little Buttercups We…
Tulip Primary Children Do…

15. Summary Children respond to praise and encouragement from adults.
Positive role models will give children guidance on appropriate behaviour.
Focusing on and rewarding positive behaviour will encourage others to behave in a similar way.

16. Plenary
List five ways of rewarding positive behaviour.
Describe two reasons for adults modelling positive behaviour.
Write down three negative instructions and then turn them into positive requests.