Establishing and applying limits and guidelines for behavior
Part A:
Record two times that you responded to a behavioural incident in a timely manner using a clear, consistent and calm approach.
You may use the following tables to record information, ensuring confidentiality is maintained, where necessary.
Part B:
Choose an activity. Work with a group of children to develop limits and guidelines for the activity.
Answer the following questions.
Question 1: What is the activity and why did you choose it?
Question 2: How many children participated and what was their age and stage of development?
Question 3: What limits and guidelines did the children identify?
Question 4: Describe one occasion where the limits and guidelines were referred to during the activity.
Part C:
Read the case study, and then answer the questions that follow.
Case study
A child listens to the directions of male educators, but not to female educators. The child's behaviour is not difficult. However, you are aware that if all the children are to be safe, everyone must follow the limits and guidelines set for the group. As the child does not listen to all of the educators, sometimes this is not achieved.
You speak with the parents and find out that the child's behaviour is cultural. The parents acknowledge that perhaps the child should behave differently at the service and suggest putting him in time out on his own for five minutes every time he does not listen.
Question 1: How would you consult with the child's family?
Question 2: What impact does the child's culture have on his behaviour?
Question 3: What behaviour guidance strategies might you use to support the child? Would you implement the parents' suggestion (time out)? Why or why not?
Question 4: How would you communicate these expectations to the child?
Question 5: How would you use relationship-based strategies to help the child learn about appropriate behaviour?
Question 6: How might the following standards and frameworks help your understanding of how to resolve this incident?
National Quality Standard: Elements 1.2.1, 5.1.2 and 5.2.2
The Early Childhood Australia Code of Ethics
The United Nations Convention on the Rights of the Child
Service policies and procedures
Identifying and reviewing behaviour as required
Part A:
Question 1: Observe and document the behaviour of one child. Use a format that is appropriate in your service (for example, via an anecdotal record or an observation form). Document the following details.
The behaviour:
What happened?
Where did it happen?
Who else was involved?
Antecedents:
What happened before the behaviour occurred?
What triggered the behaviour?
Consequence of the behaviour:
Why did the child exhibit the behaviour?
What happened because of it?
Setting:
Where did the behaviour occur?
Describe the expectations, how it was presented, the space, materials, safety, people, interactions, approaches, limits and guidelines.
Frequency:
How often did the behaviour occur?
Intensity:
To what extent did the child act out the behaviour?
Duration:
How long did the behaviour last for?
Do you think this behaviour is appropriate or inappropriate? Explain why.
Part B:
Question 1: Discuss the child's behaviour with at least one other educator involved in caring for the child. Ask the following questions and record their answers.
What can they tell you about the child?
What process would they use to seek further advice about the child's behaviour?
How would they facilitate an analysis of the child's behaviour with all those involved in caring for the child?
How would they gather this information; for example, anecdotal notes, a checklist, information discussion or a meeting?
Question 2: Use the observational data you collected in Part A and the information you collected from the educator to complete a consultation record for the child. Set it out in the following table or similar.
Question 3: Describe how you would discuss the child's behaviour with their parents. Answer the following questions.
What information would you give the parents about the child?
How do you think they would react?
How would you respond to their expected reaction?
How would you continue to communicate with the child's parents so there is open communication and information can continue to be shared?
Part C:
Read the case study, then answer the questions that follow.
Case study
Each time a child attends your service, they demonstrate extremely violent behaviour, hurting other children and educators, and damaging equipment.
Question 1: What does your service policy say to do in this situation?
Question 2: Discuss the situation with a colleague. What is their advice?
Question 3: What authority would you contact for support? Include the local contact details for this authority.
Developing a behaviour plan
Read the case study, then answer the questions that follow.
Case study
Pablo attends your service and you are his educator. He is two-and-a-half years old and his development is age- and stage-appropriate. His interests include trains, dinosaurs and Peppa Pig. Pablo's cultural background is Spanish, although he understands and speaks basic English.
Pablo frequently bites the other children in his group, even though there is an educator in the room monitoring his behaviour. This happens mainly when he wants toys that the other children have.
Your supervisor has asked you to help develop a plan that will support Pablo to use a more acceptable alternative behaviour. She also suggests that as Pablo is from a culturally and linguistically different background, you might contact the ISP for some advice. They may be able to help you determine strategies and whether any other support services are required.
Question 1: Complete a behaviour plan for Pablo that includes all remaining sections of the example plan below.
Question 2: Your service philosophy, policies and procedures underpin the protocols in your workplace. Name three aspects of these guidelines that must be addressed when developing a behaviour plan.
Implementing and monitoring a behaviour plan
Part A: Read the case study, then answer the questions that follow.
Case study
Yesterday, you consulted with your supervisor and Pablo's mother to create the following behaviour plan for Pablo. It is now time to implement the plan.
Question 1: Outline what you would say to Pablo to help him understand the specific expectations and alternatives for his behaviour.
Question 2: How will you make sure that those involved in implementing Pablo's behaviour plan are clear about the rationale, limits and strategies?
Question 3: How will you support and communicate with your colleagues so that they implement the plan and its strategies effectively and consistently?
Question 4: What factors in a service may lead to Pablo's biting behaviour, and how would you minimize these factors?
Part B:
Read the case study, then answer the questions that follow.
Case study
After a few days, Pablo begins to respond to your strategies. Now he only bites other children occasionally. Despite this, his bites are still damaging and many parents and children are concerned. You notice that Pablo now only bites other children when you are out of the room.
Question 1: Identify one modification you would like to introduce to Pablo's plan to minimise his inappropriate behaviour. Explain why you have chosen this modification.
Question 2: Who would you need to consult with about the modification to Pablo's plan and why would you need to consult with these people?
Question 3: What new objective would you set to reflect the modification you are going to make?
Question 4: What policies and procedures must you observe when modifying a behaviour plan?
Attachment:- Behavioural incident.rar