Running head: Kristy Snell SLEE100.

ASS3: Essay 1

Assessment 3: Essay Kristy Snell Swinburne University SLEE100 Pedagogical Perspectives 1: Wellbeing and Resilience Ellen Pearson 30th September, 2013.

Running head: Kristy Snell SLEE100. ASS3: Essay 2 Case study: Colleen is a four-year-old child who attends kindergarten/preschool where you are the teacher. Colleen has had a number of outbursts since she began attending three months ago. On four separate occasions she has physically struck out at other children in the group, punching and kicking them. These incidents have been observed and documented. Behaviour is a response or a reaction and also a form of communication. Educators who give priority to nurturing relationships and providing children with consistent support can assist the children to develop their skills and understanding that are needed to interact positively with others (Mathieson & Raban, 2012). All actions have consequences, both positive and negative, and impact directly on Colleen and the children around her. Social and environmental contexts are constantly changing; encouraging positive interactions promotes positive behaviours. Children develop the skills to regulate their behaviour and emotions in socially appropriate ways through guidance provided by teachers. Providing clear, consistent limits, showing empathy and respect for others guided by Porters (2003) primary and secondary prevention strategies, and rational-emotive theory, determining how we see children and how we treat them. Behaviour management plans offer benefits such as desired goals and outcomes, and challenges such as lack of co-operation and involvement. Children deserve to spend their days in well-designed environments that support their needs and stimulate their learning, environments matter as they impact on childrens emotions and behaviours (Greenman, 2008). Experiencing healthy self-esteem, and feeling worthwhile and able to contribute positively to society, being able to communicate effectively and developing self-perception through how children feel about themselves and how they perceive others impacts significantly on behaviour (Underdown, 2007). Behaviours throughout childhood can be challenging, especially negative behaviour. Colleen has demonstrated negative behaviour through physical

Running head: Kristy Snell SLEE100. ASS3: Essay 3 aggression towards other children in the group. Through the recognition of labeling feelings, in this case, Colleen is physically punching and kicking. Colleen needs to be constantly reminded that her actions have negative consequences and impact on the feelings and attitudes of the children around her. Colleens behaviour and outbursts have continued for three months, it has been documented on four separate occasions. Bronfrenbrenners Ecological Model recognizes that environmental contexts are always changing and both influence and are influenced by the child. The environment, connections between social contexts and settings, cultural diversity and the time frame within these behaviours occurring, all contribute to and impact on Colleens behaviour. Strategies I would use to support Colleens behaviour involve sensitivity, responsiveness and consistency. This can be done by encouraging positive interactions, listening and communicating effectively, learning constructive ways to resolve differences and frustrations and promoting co-operation through role modeling of appropriate behaviour. For children to learn in a formal school environment, they must be able to regulate their behaviours and emotions and communicate and engage with others in socially appropriate ways (Fisher, 2011). The early years of childhood and development are the years for children to be guided in managing their behaviour through direction from teachers and others around them. Encouraging Colleen to use language, instead of resorting to violence when responding to a situation can be done through consistent interactions and interventions when Colleen is displaying signs of frustration or anger. I would attempt to intervene before the physical outbursts occur, redirecting Colleens attention to another activity. Suggesting alternative activities or redirecting children away from conflict, is teaching them how to deal with the

Running head: Kristy Snell SLEE100. ASS3: Essay 4 negative situations, helping to reduce the need for negative situations that may damage their selfesteem (Kearns, 2010). Developing empathy, the appreciation of the perspective of another person (Stonehouse, 2003, p4.) through explaining to the whole group how our actions can impact on others and how the make us feel. Raising awareness of feelings, respect for others emotions and actions enable children to learn and develop their understanding of the social contexts that they are a part of. Establishing clear and consistent limits within the preschool environment allows children to build an understanding of what is acceptable and unacceptable. Explaining to Colleen that kicking hurts and punching hurts using a firm tone of voice enables a clear message to get through. Ensuring tone and words sends the same message using a voice that tells children that you expect to be taken seriously (Porter, 2003). Offering alternative expressions of emotion, teaching Colleen what to do instead of what not to do; in the form of stomping her feet when these feeling arise, instead of resorting to physical outbursts. This gives Colleen an alternative form of reaction behaviour when she is displaying those feelings and emotions. According to Porter (2003), primary prevention is the first form of preventing an escalation. High quality resources within the environment that are age appropriate and sensitive to childrens interests and needs in order to foster childrens self-expression, creativity, development and learning. These resources are designed to attract childrens attention and enable them to explore dimensions of learning such as curiosity, wonder, enjoyment, satisfaction, respect and engage and participate in these experiences. Secondary prevention is Porters (2003) second form of preventing an escalation, changing demands in the space, mediating childrens

Running head: Kristy Snell SLEE100. ASS3: Essay 5 learning, shadowing a repeat disruptive child such as Colleen. As teachers develop relationships with the children in their care they become increasingly aware of their behaviour, triggers, responses, self-regulation techniques and developmental stages that the children have developed. Children such as Colleen who are displaying negative behaviour can be misinterpreted as being the challenging child or naughty child. Yes this behaviour is challenging, therefore strategies, guidance and educating children on making decisions is an important part of their learning and development. As Colleens behaviour is physically violent towards other children, time away from the group could be appropriate as soon as this situation arises. Explaining to Colleen, that we do not punch or kick our friends because it hurts and directing Colleen to a space where she can calm down and take a few minutes to think about her actions and self-regulate her emotions. Once Colleens emotional state has altered, hopefully to a calmer state, explaining to Colleen that she needs to use her words instead of her body to communicate to other children how she is feeling. Educating children about both the positive and negative effects that their behaviour can have on others around them through conversations about feelings; how do you feel if someone yells at you?, sharing our toys helps everyone to have a turn, how do we feel if someone hits or kicks us?. Providing examples for children to compare their behaviour and behaviour of others builds and fosters an understanding of what is acceptable behaviour. Humanism involves the concept of adults as gardeners, intervening at each stage of growth, taking deliberate control over the types of plants (children) that flourish, training and feeding them to 'maximize their potential'. The focus is not on children's present needs, but on how they will turn out in the future (Porter, 2011). A guidance approach flows from respectful

Running head: Kristy Snell SLEE100. ASS3: Essay 6 attitudes to children, trusting that children want to grow and learn, to surprise the adults in their lives, to have us be proud for them (Porter, 2011). The belief and understanding that children are rational and their actions are intended to meet their needs, placing high priority of valuing their needs in the present. Children are learning, the same way as adults are still learning, providing reason for adults to be considerate of childrens developmental competencies and abilities. Taking on a leadership role rather than a bossy approach to guiding childrens behaviour fosters respect, diversity and equality. A fundamental principle of a guidance approach is that children will be productively engaged and act thoughtfully when what we are asking them to do and how we are asking them to do it meets their needs (Porter, 2011). Providing an environment that promotes a sense of belonging, where children feel they are respected, valued, appreciated and loved. A sense of belonging can be achieved through relationships between children, families and teachers. Displaying childrens work, group projects and incorporating their interests into experiences and activities and promoting personal items such as photographs of childrens families on a belonging wall. These strategies help children to feel a part of the environment. When Colleen is experiencing an outburst, she might feel comfort in looking at photos of her family, to regain emotional control over her feelings. Autonomy provides children with ability to make decisions based on the choices that are provided for them. As Porter, 2011 suggests a Rational-emotive theory (RET) determines how we see children and how we treat them. RET provides cause to think about emotions internally and how they can be controlled through a series of steps (ABCDE). A- the activating agent or the cause of the event; B- beliefs; C- the emotional consequence; D- disputing absolutist thinking and external attributions; E- generating a more effective outlook on the situation. Recognizing the

Running head: Kristy Snell SLEE100. ASS3: Essay 7 cause of the behaviour (perhaps frustration) and the consequences of the behaviour (Colleen physically punching and kicking children within the group), and the approach to work towards a positive outcome (putting strategies in place to turn this negative behaviour into a positive). Limits and guidelines are put in place to teach children boundaries, respect, appropriate behaviour, responsibility, show empathy towards others; these limits and guidelines need to be set with the following factors in mind: childrens emotional and social needs, individual learning styles, cultural contexts, the age and experience of the children involved, level of development and self-esteem and the individual child. These factors all influence the impact of behaviour management strategies. A behaviour management plan is effective in recognizing the cause of the behaviour and what can be done to maximize the potential of a positive outcome through developing goals. Employing a range of strategies, depending on the age of the child, characteristics of the child and circumstances influencing their behaviour (Department of Education and Early Childhood Development, 2010). Behaviour management plans involve factors such as background information and the behaviour that is occurring, strategies that can be put in place towards the achievement of goals and desired behavioural outcomes. Colleen aged four, exhibits a tendency to punch and kick other children in the group throughout her attendance at preschool for the past three months. As Colleens teacher I would approach her parents in a respectful and confident manner to assess the situation within the home environment. There may be factors at home that are contributing to Colleens behaviour resulting in outburst at preschool. Methods of behaviour management at home may be able to be adopted within the preschool setting to provide consistency for Colleen, and an understanding of the causes and triggers of Colleens outbursts. Explaining to Colleens parents that this negative behaviour is impacting on Colleen, and the children around her.

Running head: Kristy Snell SLEE100. ASS3: Essay 8 Observing Colleen before these outbursts occur and be vigilant for possible signs of anger, frustration and distress. Ensuring that Colleen is not left unsupervised around other children, and educating the other children, explaining why Colleen might be feeling this way and displaying this negative behaviour. Encourage and support Colleens learning through experiences and activities that support her needs and interests. This can be done through calming experiences such as sand and water play. Also providing Colleen with a safe area where she can have some time away from the group, without hurting herself or other children. The goals and outcomes provide opportunities for change within the environment and adopt different approaches to managing Colleens behaviour. Educating Colleen to express her needs in appropriate forms of communication (words) and behaviour (not physical). Encouraging Colleen to use words to children and teachers opposed to physical behaviour, through positive behaviour choices and acknowledging these choices with praise. Building and supporting friendships between Colleen and her peers can help to create a sense of belonging. Possible reasons for Colleens behaviour may be that she has learned that she gets to do things she wants to when she punches and kicks; Colleen has had no models of appropriate behaviour management strategies when distressed or frustrated; Colleen does not consider the feelings of other children and finds it difficult to respond appropriately in social situations and contexts. Benefits to developing a behaviour management plan for Colleen involve creating a solution to the problem rather than ignoring it. As Colleens behaviour impacts negatively on the children around her, the behaviour management plan aims to develop strategies to deal with the behaviour and turn it into positive behaviour. There are also challenges that could arise when

Running head: Kristy Snell SLEE100. ASS3: Essay 9 implementing a behaviour management plan. Colleens parents may not agree that she is displaying negative behaviour and may become defensive when approached. This needs to be taken into consideration, and explaining to the parents of the implications of the behaviour and the effects it has on Colleens peers. Colleens parents might use inappropriate methods of dealing with the behaviour such as: yelling, smacking, punching/kicking her back, removing privileges or belittling her. These strategies would not be appropriate to use within an educational setting, therefore offering Colleens parents alternative strategies and explaining the benefits of using a consistent positive approach to managing Colleens behaviour could result in a positive outcome. When children can see consequences for their actions, and can propose alternative behaviours, balance their own needs with needs of others, they become independent in decision making (Rodd, 1996). Behavioural guidance occurs in all interactions and communication with children, not only when children are engaged in challenging behaviour (DEECD, 2010). Behaviour management plans coincide with the physical and social environment. Providing an environment that is lacking in creativity, aesthetics and unsuitable experiences and poor behaviour modeling is setting children up for failure and fostering negative behaviours to occur. The physical environment needs to offer children multiple choices, different types of activities, promoting positive interactions through positive behaviour modeling and guidance strategies. These environments invite children to learn about what they can do, how they can do it and how they can work collaboratively with one another. It is important to recognize that environmental contexts are always changing, as seen in Bronfrenbrenners Ecological Model, therefore the practices and experiences need to change with it. Challenging behaviour can be managed through appropriate practices and philosophies that are beneficial to children and teachers at preschool.

Running head: Kristy Snell SLEE100. ASS3: Essay 10 Establishing relationships provides the foundations for childrens learning and education, understanding childrens and familys needs and interests will provide the scaffolding for the teacher to develop an appropriate and relevant curriculum to meet these needs and interests. Children learn and develop through play, teachers educate and guide children to learn about their world and provide the foundations to foster the development of social and emotional skills. Through this education children learn how to relate to others, negotiate and compromise, listen and respect others around them, share ideas and interests, create, explore and imagine, develop problem solving skills and self-regulation whilst expressing their ideas and building and assessing their identities.

Running head: Kristy Snell SLEE100. ASS3: Essay 11 References Australian Government. (2009) Bronfenbrenner: ecological model, theory of child development [Digital illustration]. Retrieved February 7, 2013 from: http://www.growingupinaustralia.gov.au/pubs/reports/krq2009/keyresearchquestions.htm Department of Education and Early Childhood Development. (2010). Strategies to guide children's behaviour [Practice notes]. Retrieved May 8, 2013 from: http://www.education.vic.gov.au/Documents/childhood/providers/licensing/pracnotesstrat beh.pdf Fisher (2011) as cited in: Goldstein, J. (2012). Play in childrens development, health and wellbeing. Retrieved March 12, 2013from: http://www.ornes.nl/wp-content/uploads/2010/08/Playin-children-s-development-health-and-well-being-feb-2012.pdf Greenman, JT, Stonehouse, A, & Schweikert, G (2008). Prime times: a handbook for excellence in infant and toddler programs. 2nd edn, (pp. 274-286) Redleaf Press, St. Paul, MN. Kearns, K. (2010). Frameworks for learning and development. (2nd Ed.). French Forest, NSW: Pearson pp. 133-141 Mathieson, K., & Raban, B. (2012). Understanding behaviour in the early years.

Running head: Kristy Snell SLEE100. ASS3: Essay 12 A practical guide to supporting each child's behaviour in the early years setting. Albert Park: Teaching Solutions. Porter, L. (2003). Young Childrens Behaviour. Practical approaches for caregivers and teachers. 2nd Ed. Paul H. Brooks Publishing Co. Baltimore, Maryland. Porter, L. (2011). A Guidance Approach to Discipline: Theoretical Foundations. Milton, QLD: Small Poppies International. Rodd, J. (1996). What works for you creating your own approach to behaviour management. St Leonards, NSW: Allen and Unwin. Stonehouse, A. (2003). Ourselves in their shoes. Melbourne: Lady Gowrie Child Centre. Underdown, A. (2011). Young children's health and well-being. Berkshire. England: Open University Press

Running head: Kristy Snell SLEE100. ASS3: Essay 13