1. Unit TDA 2.9 Support children and young people’s positive behaviour

2. Learning Outcomes You will know about your work setting’s policies and procedures for promoting the positive behaviour of children and young people You will be able to support positive behaviour You will be able to respond to inappropriate behaviour.

3. Connector What is behaviour? Discuss with the person sitting beside you. Be prepared to give feedback.

4. Behaviour How we act/ react to situations How we treat our environment How we treat other people How we speak

5. Behaviour linked to social and emotional development Children and young people who develop well socially and emotionally Children and young people who do not develop well socially and emotionally are more likely to may be at risk of make friends settle well into school understand how to behave not having positive relationships with peers peer pressure showing signs of unwanted/negative behaviour

6. Activity 1 Discuss what you think is positive behaviour and what is inappropriate behaviour. Think of behaviour you see of children you know, who are related to you, who you have worked with and those you see out in public. Discuss and make a list

7. Activity 2 Worksheet 1 In groups, discuss what you think is positive behaviour and what is inappropriate behaviour in; 1.Babies (0-12 months) 2.Toddlers (1-2 years) 3.Pre school (2-5 years) 4.5-11 year olds 5.11-16 year olds 6.16-19 year olds

8. Behaviour policies 1.1 Every childcare setting should have a behaviour policy that will be designed for that specific place and include guidelines on: the behaviour of the children and young people the behaviour of the adults.

9. Activity 3 As part of your assessment, you will be asked to describe the policies and procedures which promote young people’s positive behaviour in your work placement. As preparation, go to: www.kategreenaway.ik.org/attachments/behaviour_policy_2008.pdf Find out the following. Underline where you find the information in the text: What does the introduction tell you about the children there and how the nursery deals with them? What positive strategies does the nursery use? What do they do when dealing with a child’s challenging behaviour? How does the nursery approach dangerous and harmful behaviour? How is repeated difficult behaviour approached? What is their view on the role of parents?

10. Activity 3 continued What do you think should be in the behaviour policy of every establishment where children are cared for by adults? In your groups, write a behaviour policy that states ways in which the adults at a nursery should: Encourage children to behave in an acceptable way Discourage children from behaving in an unacceptable way HOMEWORK TASK Find out about the behaviour policies and procedures of your work setting

11. What do children and young people need to develop? Self-respect and self-esteem. Confidence and self-control. An understanding of how to respect and be considerate to others. An understanding of how others might feel in certain situations – what situations can you think of? Negotiation skills (‘give and take’) – why is this difficult for many children and young people? Problem-solving skills. what does this mean? how can this be encouraged? what examples can you suggest?

12. Influences on behaviour Negative actions of others e.g. punishments, humiliation Copying others The way we have always done things (at home, in our country, in our culture etc. Peer group pressure Family rules, standards, expectations Wanting to please others Positive actions of others e.g. rewards, treats, respect

13. Worksheet 2 In groups, and thinking about any age group, discuss ways in which you could: Let a child/young person know that you approve of/are pleased with their behaviour Help a child/young person whose behaviour is causing you some concern Design a poster for a work setting that clearly shows that positive behaviour is welcomed. Complete worksheet 2!

14. What can effect behaviour? Illness, accident or injury. Puberty. Loss or bereavement. Separation/divorce/remarriage of parents. Moving house /nursery/school. Arrival of new baby/step-siblings. Peer pressure (e.g. smoking, drug taking). Tiredness. What effects might you see in different age groups?

15. How to support positive behaviour 2.1 Positive approaches Set and apply clear boundaries Give children and young people a choice about behaviour (Understanding consequences of misbehaviour) Using ‘positive’ rules – what may or should be done and using reward systems WATCH THE VIDEO AND COMPLETE THE WORKSHEET 4

16. How to approach inappropriate behaviour Don’t reject the child/ young person... WHAT YOU PAY ATTENTION TO IS WHAT YOU GET MORE OF! You are a naughty boy/girl instead I am not happy about what you did show displeasure at what the child/ young person has/has not done

17. Inappropriate behaviour Types of inappropriate behaviour Aggression (physical and verbal) Self-destructive Attention- seeking Discuss the ways that these behaviours might be shown, e.g. physical aggression might be a child biting another child, verbal aggression could be name-calling.

18. Strategies for inappropriate behaviour 3.1 A verbal warning A disappointed look Adults setting a good example (role model) Seeking the help of a professional, e.g. educational psychologist Sticking to the rules (be consistent – clear boundaries are essential) Time out Strategies

19. Positive Discipline A positive approach to discipline makes life more enjoyable for parents and children and helps to build self-esteem in the famiy. Effective ways to help children manage their behaviour are clear boundaries, praise, rewards, fair penalities, e.g. game of football.

20. The Question of Discipline The need for consistency What do we mean by discipline Rules, rewards and penalties Why do children need fair, firm and consistent boundaries/ rules? Inconsistency leads to confusion; children do not know what is expected of them or what to expect of adults. Discipline is about guidance: setting clear boundaries, and reinforcing them fairly. The long term goal is to encourage children to respect others and to learn to make responsible choices- this is the self-discipline that they will need as adults.

21. Role Plays Consistency Children need fair, firm and consistent boundaries/ rules. Inconsistency leads to confusion. Children do not know what is expected of them, or what to expect of adults; confusion leads to a sense of insecurity and often difficult behaviour. Group 1: Role play A Group 2: Role play B Group 3: Role play C Group 4: Role play D Worksheet: Boundaries

22. Discipline Methods What discipline methods do you use or see and hear other adults use? WHAT WE PAY ATTENTION TO IS WHAT WE GET MORE OF! FAIR, FIRM, CONSISTENT, KIND UNFAIR, CRITICAL, INCONSISTENT, HARSH

23. Time Out Time Out is a way of helping children and adults when emotions are running high. It is a cooling off period that gives everyone a chance to calm down. First, it is effective at dealing with difficult behaviour in children up to 8 or 9 years. Secondly, it encourages children (and adults!) to give themselves Time Out when they need to calm down rather than losing control.

24. Review On a post it note, write down two strategies that you would use to enforce positive behaviour.