1. Promoting positive behaviour.
Tina Riggs

2. Expectations.
It’s important to have realistic expectations of what a child can and cannot do for their appropriate age and stage.
The will allow you to set them achievable goals and set clear boundaries.

3. What is normal? (Green 2006) Behaviour 2 years 3 years 4 years
Fights or quarrels
72%
75%
92%
Hits others or takes things
68%
52%
46%
Stubborn
95%
85%
Talks back cheekily
42%
73%
Disobedient
82%
76%
78%
Tells fibs 2%
26%
37%
Constantly seeks attention.
94%
48%
Cries easily
79%
53%
58%
Temper –outbursts
83%
70%
Active – hardly ever still
100%
40%
Wets self during the day
14% 7%

4. What causes inappropriate behaviour?
Hunger
Learning difficulties/ SEN (includes speech delay)
Feeling poorly
Transitions
Medical conditions
Feeling hot
Learning to share
English as an additional language

5. Role of the adult. Good supervision Distraction
Specific praise and encouragement
Calm and patience
A good role model
Consistency
Explanation
Suitable activities.
Clear boundaries.

6. Good practice. How often you acknowledge the child positively?
How much time do you spend talking and listening to the children?
What activities does the child enjoy the most?
Is your approach encouraging the behaviour?
Avoid situations.
To whom does the child respond well?
Tassoni, P 2010

7. Modelling. This is based on the theory of social learning theory.
Anyone working with children will need to set a positive role model.
Influence such as tv and computer games will need close monitoring.

8. Strategies to put into place.
Visual Reminding:
Take photos of the children
Working co-operatively
Tidying the room
Communicating respectively
Sharing co-operatively
and these photos are displayed with the relevant rules the teacher has established

9. Setting those rules!
Giving children the responsibility of helping create the rules will:
Help them remember the rules
Help them understand the rules
Increase their respect for the rules

10. Things to remember! Refer to the behaviour management policy.
Ask a child to do what you want them to do. For example “please walk” instead of “do not run”

11. Non-verbal communication
“Many disruptive behaviours can be addressed – even nipped in the bud – by a non-verbal cue,”
(Rogers 2002 P.65).

12. Ensuring rules work.
If children have different teachers throughout the day, children may be confused by the different rules
SOLUTION:
Adopting a setting policy and communicating effectively with colleagues.

13. Self esteem
Tassoni (2000, p173) states, “Having high self-esteem allows us to fulfil our potential… Low self-esteem affects the choices that we make,”
Low self esteem = low motivation

14. Things to do! Set those clear rules, make them SMART. Stay positive
Use rewards effectively
Plan changes
Be consistent
Work with others
Observe the child.

15. Conclusion.
Ideas can differ due to age range and need to be adjusted accordingly.
Strategies are personal to the teacher – be confident in your strategies.
Behaviour management is not textbook – it’s a learning curve – learning through experience.
On your placements strategies can be developed. Learning from each other!