1. Unit 12 Support children’s positive behaviour

2. 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.

3. 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?

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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?

12. 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.

13. 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.

14. 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.

15. 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.