1. Supporting and promoting children’s positive behaviour. Unit 7

2. Developing behaviour. As babies and children develop, so too does their behaviour. During this process, adults have an important role in helping children to show positive behaviour that is appropriate for their stage of development and that reflects the context they are in. Do we learn behaviour or is taught?

3. Cultural and social perspectives: Working out what is appropriate behaviour for children is very interesting and also quite complex.  Behaviours change according to who we are with.  Where we are.  How we are feeling.  Cultural and social expectations.  ‘Inherited’ from upbringing? It is important to work with parents, colleagues and other professions as children benefit from consistency.

4. Three areas of expectations of children behaviour: Views and beliefs about childhood.  People have very different views and beliefs about how children should behave. Some are based on spiritual beliefs such as reincarnation and others on social traditions.  Views and beliefs about childhood.  Social norms and values.  Gender expectations. Should there be strict boundaries set by adults or should children be free to explore and set their own boundaries? How much respect should children pay to adults? Should children be free to ignore them? Are children competent and independent learners or do adults have to teach children everything?

5. Social norms and values:  Every society will have its own values and these become linked to social codes of behaviour.  These are based on traditions as well as other things such as religion. As the UK is very diverse, we may expect to find that there is a range of social norms and values. Children should be made to sit at the table at mealtimes. Saying please and thank you is important. Taking your shoes off when you enter a home is essential.

6. Gender expectations: The way that cultures, individuals and society expect boys and girls to behave can be different. This can be reflected through the type of play and resources that are provided, but also through the clothing that is given. Boys are more active than girls. Girls are better than boys at sitting down. Boys like being outdoors. Girls try to please adults.

7. The influence of cultural and social perspectives in adult responses. As well as recognising that there are different cultural and social perspectives, it is important to understand that these are likely to shape adults’ responses towards children’s behaviour. An early years professional may insist that a child sits at the table until the end of the meal because this was the norm in their childhood. Gender expectations are also interesting: it is sometimes thought that adults subconsciously curb girls’ exuberant behaviours while not doing this with boys, saying ‘boys will be boys’. You must be aware of your own thoughts and bout children’s behaviour… ‘if they were mine..’

8. Avoiding conflict:  The different opinions that people have about ‘socially acceptable’ behaviour can lead to conflict among adults unless they are exposed and some clear expectations are established.  This is why early years settings have behaviour policies that are shared with new staff, but these policies should also be shared with parents.

9. Links between behaviour and both language and cognitive development: It is important to understand that children’s behaviour is also closely linked to their cognitive and language development. This means that even with encouragement and a positive environment, there are some things that children do that are simply ‘normal’ for their stage of development. Most children between the age of 2-3 years take an incredible language journey.  Wait a short time.  Start sharing.  More cooperative.  Simple tasks.  Fewer tantrums. Delayed language -  Not able to express themselves.  Positive behaviour milestones are unlikely to be met.

10. Realistic expectations: Although all children are unique, it is worth knowing the usual patterns of behaviour for the age group of the children you are working with. This should help you to establish fair expectations. Text Book – Page 307 – 308

11. Short-term factors that may affect behaviour: Children’s behaviour is not constant. They become tired, hungry and have days when they do not feel like interacting or sharing. This means that while we may have some ideas about what is usual in terms of expectations of behaviour, adults have to be aware of short-term factors that will influence a child’s behaviour at any given time.

12. How can tiredness affect a child’s behaviour? Tired children may: Be tearful Act impulsively Be forgetful Have difficulty in concentrating Have tantrums, e.g outburst of anger, laughter or crying. Be argumentative Be unwilling to share Appear withdrawn Be uncooperative

13. Short-term factors that may affect behaviour:  Hunger  Boredom  Illness  Bullying  Abuse Glucose levels drop – affect brain’s capacity to function.  Impulsive emotions.  Dramatic mood swings.  Lack of stimulation.  Sufficient, fascinating, exciting activities & resources.  Physical indictors.  Behaviour towards other children, general demeanour.  Family problems.  Experiencing friendship difficulties.  Becoming withdrawn, angry, intent of hurting others.  Observe, take notes of uncharacteristic behaviours.

14. Long term effects: Chronic illness: children may struggle at times to show positive behaviour. Effects of drugs. The condition itself. Eczema flare up: frustrated and angry. Not settled: importance of key person. Unsettle children find it harder to show positive behaviour. Exhibit attention seeking behaviour. Anxiety: children may affected by anxiety: home circumstances, transitions or trauma. May show behaviours including attentions seeking, withdrawal and impulsiveness. There are some long term factors that might affect children’s behaviour. Understanding these can support children more effectively.

15. Any questions?