Promotion of Positive Behavior - Assignment Example

 PROMOTION OF POSITIVE BEHAVIOR HSC 3045 3:1: How a range of factors may be associated with challenging behaviour Challenging behaviour among children arises from various factors. This is because young children are affected by events, which adults may regard as minor, but have a lasting impact on children. Secondly, a simple disturbance or threat on a child’s health or social well-being results into great effects on a child’s behaviour. Therefore, factors that are associated with challenging behaviour can result from an individual, the society or the environment (Benard, 2014, p. 2). As a nurserypractitioner, I have realised that children with learning disabilities portray more challenging behaviour than normal children. Therefore, such children are complex to handle, if one does not take time to understand them. Social factors among children such as difficulties in communication may result into challenging behaviour around a child do not understand him or her, the may use disturbing activities to seek attention or what s/he wants such as screaming. If the child is ignored, s/he becomes persistent. However, as a nursery practitioner, I have realised that ignoring such children who disturb other people to achieve something is the right approach because after sometime, they give up and start behaving normally. Other factors associated with challenging behaviour include biological factors. These include issues such as autism, in conjunction with social factors. Autistic children portray various responses in different environments. There has to be interplay of factors for challenging behaviour to be exhibited among children. Some children who are undergoing medication are drowsy and this leads to low concentration. Other factors include physical health problems such as toothache or headaches, causing discomfort among children. Factors such as divorce of parents, sickness, teacher absence and change of teachers may lead to challenging behaviour. This is because children are normally used to routine activities, which have to be similar in all cases. For instance, today’s activities ought to be similar to the events of tomorrow for children. When there are alterations challenging behaviours are exhibited. Lack of a good sleep for the past night and having been provoked by another child may lead to challenging behaviour. At one instance, I had to deal with a child who scratched and harmed himself because the temperatures at home the previous night had been unfavourable for him and has had little sleep. He refused to take breakfast that morning, and portrayed sleeping symptoms. When I told him not to play, he got annoyed because others were playing. I had to find means of having the boy eat something and allow him a short rest. To address and minimize cases of challenging behaviour among children, nursery practitioners ought to practice effective and supportive interventions. This may involve modifying some causal factors such as removing factors that annoy them, leading to some of them picking objects and becoming anxious when layouts are changed.As a nursery practitioner, it is imperative toindividualise attention for some children and ensure that playing materials for children are enough. Sufficient knowledge on developmental levels of children and reduction of noise for autistic children may help. HSC 3050 5:3: Describe the complex feelings that may be experienced by others involved or witnessing an incident of challenging behaviour Other children who are involved or those who witness an incident of challenging behaviour may portray various complex feelings. For instance, some children become frustrated with the incident while others are upset, get sad and angry. Further, some children who witness an incident of challenging behaviour are shocked. Anxiety and distress are exhibited by other children witnessing challenging behaviour incidents.It is imperative to devise a reactive strategy, which will help children who have witnessed challenging behaviour incidents cope with the situation. For instance, at one time during play, one boy got annoyed and threw the spoon that he was playing with to another boy. The latter was so shocked that he could not manage to utter even a single word. I had to intervene by taking the ‘assaulted boy’ aside and allowing him enough personal space so that he could come into terms to what had just happened. During such moments, a nursery practitioner should maintain privacy of the witnessing or affected children and reduce demands on them during these times of anxiety. HSC 3045 6:1: Work with others to analyse the antecedent, behaviour and consequences of an incident of challenging behaviour Whenever an incident of challenging behaviour occurs, it is imperative to take the child or children involved to a place that is either calm or private. This will change the environment for the child and allow her or him time to calm down. Normally, shifting a child who is engaging in challenging behaviour from the environment that seems unfavourable for him or her, acts like removing what is causing the incident of challenging behaviour. Secondly, it will be beneficial when the child is spoken to in a soft and calm voice, as well as, use of gestures to calm and reassure him or her. In my practice, I encountered a child who is upset whenever others wanted to share his play toys and could scream uncontrollably. I trained him to pick another game or other playing materials whenever he sees others getting interested with his game. Alternatively, he could change and go to play with the other children who did not want his play materials. This training on a child on what to do when something that causes stress occurs enhances harmony and minimises occurrences of challenging behaviour. It is imperative to identify what cause the incidents of challenging behaviour and the consequences, as well as, and how they can be avoided or minimised. HSC 3045 6:2:Work with others to review the approaches to promoting positive behaviour using information from records, debriefing and support activities In order to promote positive behaviour through the use of information from records, debriefing and support activities, nursery practitioners have to create rules and boundaries. These boundaries and rules have to be agreed on by both the child and the nursery practitioner.The play setting for children have to be arranged appropriately. In addition, language has to be used properly. For instance, there should be use of the right body language. Nursery practitioners ought to use the most appropriate tone or voice wen addressing children. In case of incidences, there should be timely management of the situation. It is also imperative to embrace listening to children so that they get an opportunity of presenting their views on play. Positive approach such as rewarding and encouraging appropriate behaviour can also promote positive behaviour. When children portray challenging behaviour, nursery practitioners should reduce the demands for such children. Practitioners can also divert the attention of children such that whenever children initiate challenging behaviour, they are diverted to other activities, making them forget about the challenging behaviour that they were about to engage in. In case of positive behaviour, there should be positive feedback and praise while when children portray negative behaviour, there should be negative feedback and discouragement. This promotes positive behaviour. Since children are very smart at copying and imitating what adults do, nursery practitioners should ensure that they portray positive behaviour while handling children. For instance, they should be able to exhibit self-expression of strong emotions without losing control. It is important if nursery practitioners are close to children and seek to understand them all the time, as this will foster positive behaviour. HSC 3045 6:3: Demonstrate how reflection on one’s own role in an incident of challenging behaviour can improve the promotion of positive behaviour Reflection on one’s own role in an incident of challenging behaviour can improve the promotion of positive behaviour in various ways. For instance, in my practice, I had to deal with a child who portrayed high levels of challenging behaviour frequently. Every time, he could throw playing objects down seeking to break them. To ensure his safety and the safety of other children, I always called him whenever he exhibited this behaviour and told him to sit down. After a short while, I would explain to him what he should and should not do and let him to go and play with others, but told him not to do what he had done earlier because it can even harm him. With time, as the summons increased, the child realised that his approach was not beneficial and he managed play along without throwing playing objects down. Instead, he could stop playing for a while and then continue playing. I later called him and told him that whenever he felt that something was not right with him, he could just come to me and tell me what it is.as a nursery practitioner, I understood that it is my role to protect and ensure safety of all the children under my care. Through reflection of own role, I was able to critically analyse what happened, what I did and the effect it had on the child and other children and on me. I imagined what could have happened if a different response was adopted to address the situation and how better it could have been. However, I already knew what I could be able to do in future, in case such an event recurs. This reflection contributed to easy resolution of similar events because I already knew the approach to use. Therefore, I had no problem because I could resolve issues effectively and make proper use of language to avoid occurrence of bad situations. I also noticed that I can redesign the play environment and play activities for the children as frequent as may be necessary to avoid or minimise recurrence of such situations. I was able to assess my knowledge on the proactive and reactive strategies that I should adopt in my practice and what I may have not been trained on to boost my confidence and how I respondent to various events. PROMOTION OF CREATIVITY AND CREATIVE LEARNING IN YOUNG CHILDREN CYPOP7 4:2:Support others to develop their practice in promoting creativity and creative learning During my interaction with other practitioners, I realised that they have insufficient information about what creativity and creative learning is. I dispelled the misunderstanding from them by letting them understand that creativity requires one to be original and imaginative. This is because creativity a process, which requires one to solve problems. I explained them how children learn through activities that they enjoy. For instance, an informed alteration on a game makes more interesting and promotes children’s creativity. I decide to slightly change the normal game of throwing and catching the ball by telling the children throw the ball using one hand at time and the other hand the next time and ensure that they do not break the pattern. For example, they had to say the hand they are using while throwing so that the other child is keen to ascertain whether they used the same or a different hand in the next throw. I urged other professionals to ensure that focus on simple but creative activities, which create enjoyment of the fun for children and make them to be absorbed or concentrated during the learning process. I also informed them that cooperation with children is very important because it allows the practitioner and the children to work together in doing new things that are proposed by children who have the capability of looking at the world and surroundings from different ways. In my practice I have realised that effective communication with children is essential. I urged other practitioners to try enhancing such effective communication throughtalking, listening, writing and even drawing pictures for the children. They should also promote interaction among children and let the children take part in physical activities, especially those activities that encourage movement. While seeking to provide solutions to a certain issue, I urged practitioners to use various avenues. For instance, they can provide various and different solutions. This boosts children’s creativity because they will imitate the practitioner’s approach and seek to address solutions to issues from different perspectives. In my practice, I demonstrate activities to children always. I show them how to hold a crayon or brush during painting. Other practitioners should try the same. As indicated by Hodder Education (2014, P. 1), the main objective of fostering creativity is to make children understand that they can respond to experiences through action, either collectively or solely, without having to be told. This promotes creativity in thought and action, for example, planning and building of models (Hodder Education, 2014, p. 1). CYPOP7 4:3: Develop a programme of change to the environment to enhance creativity and creative learning, giving a justification and expected outcomes for each are of the change My normal play environment for children involves activities such as physical activities. These include children jumps, bicycle riding, and playing football. Children also engage in throwing and catching balls, doing exercises at the park and dancing to music while at the park. Messy play activities for children in my work setting involve activities such as water play, entailing filling of an empty container with water, splashing water, washing plates and bowls and using sponges to drain water. Children also play dough so as to develop motor skills. They use shapes cutters and plastic knives. I also involve children in creative activities such as painting and colouring. This involves the use of a brush to paint aposter or crayons to colour a drawing. Alternatively, children use crayon to write on paper. These activities are meant to develop hand-eye coordination of the children. Finally, the play setting involves sand play activities such as filling bowls and bucketsby use of spoons and bowls and emptying them using an emptying container. To ensure that playing promotes creativity and learning, I will have to change the play area and the play place settings. I will ensure that most of the playing is done outdoors. Children need to interact with the environment directly. This offers them an opportunity to know the real components of the environment so that they can play on their own later, when they are at home, with no supervision. In the play activities, I will introduce a variety of issues such as cutting paper into different shapes and fitting them to construct a two dimensional, model house picture on a piece of paper. This will offer childrenan opportunityto learn about various shapes and how to be creative. The picture of the house and the piece of paper where the children are to fit shapes to design a house picture will be situated on a table, some distance from the area where the cutting of paper into shapes will be taking place. Therefore, children will have to carry the cut paper shapes to the table and try to fit them, one child at a time, but they will be allowed to give direction to each other and communicate. These changes in playing games will promote creativity, cooperation and avoid the monotony of having to play the same games every day. With time, I will improve the activity further by adding three dimensional models, cut into various shapes so that children can ferry these shapes to a certain point and conjoin the shapes to construct a three dimensional model house. PROMOTION OF YOUNG CHILDREN’S PHYSICAL ACTIVITY AND MOVEMENT SKILLS Cypop4 5:1: Assess the effectiveness of the planned provision in; Supporting physical activity The planned provision supports physical activities in various ways. First, the children are involved in the cutting of the paper shapes using a round ended pairs of scissors. The process of cutting the shapes by children is a productive physical activity, though not a vigorous one for them. It adds to their body coordination. Secondly, given that children have to ferry the cut shapes from one point to another, it is expected that some will have to walk very fast while others will be running during the process. This promotes physical activity among children while they play. Supporting confidence and progress in movement skills The cutting process of shapes will involve using a pair of scissors to cut along a drawn line or a line market by a pencil on a piece of paper. For instance, a triangle will be drawn on paper by pencil and children will be required to cut the triangular shape out of the piece of paper. Cutting a shape out of a piece of paper using a pair of scissors requires precision and caution. For one to exercise precision s/he has to be confident in what s/he is doing. Therefore, these changes that I will make, promote confidence and progress in movement skills, as the children are required to ferry the cut pieces to another point. Cypop4 5:2: Identify and record areas for improvement As mentioned earlier, I realise that construction of a two dimensional model of a house is may not facilitate complete learning for children. Children are used to seeing a house standing on the ground and not resting on a piece of paper. For instance, I expect children to tell me that they would like to put furniture and other things in the house. This may be challenging, a reason why I propose construction of a three dimensional house model. I also realise that the children will view the three dimensional house models as a real house, except for its small size. Therefore, use of three dimensional shapes will enable children have a real and complete picture of a house having constructed the two dimensional model on paper. Cypop4 5:3: Reflect on own practice in supporting young children’s physical development and movement skill The fact that I am able to change playground settings, allows me to increase participation of children in activities that involve moving of a child from one point to another. The activities include running, skipping and jumping. I have also instructed children to dribble the ball while running with it, throw and catch balls. These activitieshave helped students in enhancing travelling movements, while they foster balance and coordination among children. Children have alsobeen capable of controlling objects at their disclosure. Secondly, I have been increasing the number of play equipment and the size of or weight that children should lift, as time progresses. Expansion of space of the playground and maintenance of safety for the children as they undertake physical activities that are challenging such use of cycling helmets, life jackets, hair caps, arm bands and round ended scissors has promoted physical development and movement skill. It is good for children to play outdoors because it provides real and relevant experiences so that they can have opportunities to imitate and revisit during their on time, and in a self-directedplaying. Outdoor playing provides children with a natural place with fresh air and the opportunity to know how elements of the weather feel (White, 2008, p. 2). SUPPORTING CHILDREN’S SPEECH, LANGUAGE AND COMMUNICATION Eymp5 4:1: Explain the importance of the environment in supporting speech, language and communication development I have always ensured that both the indoor and outdoor environment is conducive for communication by being flexible. I have also sought to make the environment as perfect as possible, butviewed from a child’s perspective. In my practice, I ensure that distractions have been reduced or removed to encourage concentration of the children. I use facial expressions appropriately and ensure that they are well understood. I allow the children to say what they saw and what they intend to do. I also allow them to play with others and build relationships and social skills. This enhances communication and boosts understanding. I also make appropriate use of words in my practice. I have ensured the environment supports communication among children by using picture books and use music, song and dance to develop children’s body language. Having created the right environment, children are able to follow verbal instructions appropriately and increase their self-esteem. I also create a favourable environment for communication by using sanctions, rewards such as praise, structured activities and allowing children to communicate witheach other and offer their views. According to Pearson Education Limited (2011), children should be allowed to ask questions and express their ideas. EYMP5 4:2Review evidence about the key factors that provide a supportive speech, language and communication environment As a nursery practitioner, I have realised that when I speak appropriately, I provide a supportive speech, language and communication environment for children. This is because children learn to understand spoken language, and then later, they learn to speak themselves Therefore, the environment determines how children learn because it is determined by how much people speak to a child in a wide range of words. I speak to children using various, but appropriate words and read to them frequently. Exposure of children to various sounds also helps (Lebednik, 2014). In my work setting, I ensure that the room setting is appropriate and that the level of noise is low enough to promote communication. PROMOTION OF CHILDREN WELFARE AND WELL-BEING IN THE EARLY YEARS EYMP3 4:3: Explain how to prepare and store food, formula and breast milk safety according to health and safety guideline When handling food, formula and breast milk, it is imperative to observe high levels of hygiene. One should ensure that his or her hands are clean all the time, especially when handling food. This is done by washing hands with warm water and soap for a reasonable time of period. Practitioners should clean bottles after every use. They should also ensure that all utensils used to prepare food are washed and rinsed appropriately. Bottles should be sterilised by placing them in boiling water for at least ten minutes, removing them using tongs and allowing them to air before using them.It is a requirement that eating areas should be washed with hot water and soap. It is a requirement that breast milk is stored in a fridge (NHS, 2012). Practitioners should use warm water to thaw breast milk and the container should be shaken properly before feeding. They also have to discard unused breast milk. Caregivers should not leave babies with milk bottles for long because this milk may get spoiled and unsafe. Caregivers should ensure that only or just enough formula milk is bottled in a sterilised bottle for one feeding. Caregivers ought to ensure that liquid formula cans are tightly covered and follow manufacturer’s recommendations and observe the expiry date. EYMP3 6:2: Explain the regulation concerning management of medication and how these are interpreted in the work setting There are various regulations pertaining to management of medication in the work setting. It is a requirement that both staff and children with medical needs have to receive sufficient support from local authorities, parents. Secondly, community nursery schools ought to ensure that management of administration of medicines is included in the accessibility planning duties. Since there is no legal duty that requires schools or setting staff toadminister drugs, most schools have included new duties for support staff to administer medicines and ensuring that they train the support staff appropriately to manage medicines. This training is carried out by health professionals. In the work setting, caregivers can only accept medicines that have been prescribed by a doctor, in the original container with prescriptions on administration and dosage. Therefore, there should be no acceptance of medicines which have been taken out of the original container or make any changes on dosages, as advised by parents (Department for Education and Skills, 2005, p. 7). EYMP3 6:3: Explain how nursery practitioners protect themselves when lifting and handling children and equipment in the work setting Protection from harm involves investigating any accidents or incidents toavoid further injurydue to recurrence. Practitioners should also familiarise themselves with the safety practices that are appropriate at the place of work, as stipulated by the organisation’s Health and Safety Policy. For instance, all electronics should be checked by a competent person frequently. They should also ensure that floors are not wet, and incase theyare, caution should be taken. They should ensure that they do not leave equipment hanging or unattended because this can lead people to trip over them. Cleanliness should be observed and protective clothing should be used where necessary. Practitioners should ensure food safety. Where physical disabilities dictate that a child has to be lifted, a nursery practitioner should follow an open school policy, in case there is one. It is appropriate to seek a child’s permission before initiating contact. Also,they should observe and take note of the reaction of the child or feelings (National Network of Investigation and Referral Support Co-ordinators, 2005, p.9). WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG PEOPLE CYP3:6 3:3: Analyse the potential tension between maintaining confidentiality with the need to disclose information Where abuse of a child or young person is suspected Confidentiality can be broken, if the situation requires safeguarding the best interests of a child. For instance, I had to deal with the case of a young girl who appeared stressed all the time. She disclosed to me that her step mother mistreated her repeated at home. She even went to a point of denying her food. She told me that I should not tell anyone because she may be in more trouble, if the step mother knew about it. I had to discuss with my colleagues on how to help the child. Therefore, safeguarding takes precedence over confidentiality in this case. When it is suspected that a crime has been/may be committed Similarly, in situations involving suspected crime, confidentiality may have to be broken. If crime is suspected to have been or may be committed by a child, confidentiality will have to be broken to tell parents and other people so as to protect the child. Also, if it is suspected that a parent may have committed or may commit crime, confidentiality may have to be broken, depending on the need to ensure safety. For instance, in my case, the step mother had engaged in child abuse and I had to discuss with other practitioners about the right steps that could be taken to ensure safety of the child. PROMOTION OF EQUALITY AND INCLUSION IN HEALTH, SOCIAL CARE OR CHILDREN’S AND YOUNG PEOPLE’S SETTINGS SHC 3:3 2:1: Explain how legislation and codes of practice relating to equality, diversity and discrimination apply to own work role In my own work place legislation and codes of practice relating to equality, diversity and discrimination have to be applied. As practitioners, we have to ensure that we provide equitable attention to all the children that we attend. Also, we have to respect the culture or cultural beliefs of children and their parents, as well as, their family backgrounds. At times health care has to be provided and ensure safe play. Practitioners are required to provide special care and training for children with special needs as well. PROMOTION OF CHILD AND YOUNG PERSON DEVELOPMENT CYP3:2 5:2: Evaluate different approaches to supporting behaviour In my practice, I employ different approaches to ensure that I support positive behaviour and discourage negative behaviour among children. I use positive reinforcement of behaviour whereby I praise children and offer them more attention when they portray positive behaviour. I have been able to provide boundaries, which specify what is required of them. I have also realised that communicating to them about realistic and appropriate expectations is essential. My practice involves consistency because when I say no, I stick to it. Children should know that I do not change my mind aftersaying something and they should emulate this. I provide clear explanations to children about what is expected of them and why. I always correct them whenever possible. I do not threaten them or give them physical punishment. According to Northamptonshire County Council, (2006, p. 2),threatening or physical punishmentshould be avoided. In future, I will be using negative reinforcement to inappropriate behaviour. PROMOTION OF COMMUNICATION IN HEALTH CARE, SOCIAL CARE OR CHILDREN’S AND YOUNG PEOPLE’S SETTING SHC31 2:2: Describe the factor to consider when promoting effective communication When promoting effective communication, there are various factors to be considered. First, one should consider the tone and pitch of voice. For instance, when telling a group of children to come back to the room, it may be appropriate to be loud enough and direct. One should also be soft and low when a child is upset, frustrated or embarrassed by themselves. One should reassure children by being quieterand demonstrating understanding. It is important to slow down the speed atwhich s/he speaks to children and use simple language. There should be appropriate body language, which involves use of facial expressions and gestures, patting the child’s shoulder or smiling at them to reassure them. Finally, all barriers of communication should be eliminated. SHC31 3:5: Explain how to access extra support or services to enable individual to communication affectivity Extra support can be accessed by seeking the use of sign language effectively. This involves the use of symbols, writing and use of objects of reference for those who exhibit challenges in understanding. One has to communicate in sensitive ways to the individual needs of people with special needs. It is also imperative to use the right language and appropriatelyuse translators, signers, and specialist equipment. SHC31 4:1: Explain the meaning of confidentiality in the day of communication This refers to a situation whereby one has to withhold information pertaining to someone and cannot give it out to another person, unless there is agood reason as to why such information may be given out. A person with whom a nursery practitioner has a close relationship such as a parent or child may provide confidential information. In this case, the nursery practitioner should not give out such information while chatting with colleagues unless, the information is necessary in helping out the parent or child.Cases like risk of danger or harm are the only cases thatmay lead to sharing information that is deemed confidential.Therefore, information can only be passed out, if such sharing of information is at the best interest of the person whose information is held. SHC31 4:3: Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns There are normally cases of potential tension between maintaining an individual’s confidentiality and disclosing concerns in situations of endangered well-being or offence or criminal nature. One has to weigh between the benefits of disclosing or maintaining confidentiality. However, if danger exists, reporting or provision of information, deemed confidential, has to be done in the right or correct manner. Also, it is challenging for practitioner to disclose or maintain confidentiality when s/he thinks there is an issue, but there is alikelihood that auth0roties will not believe there is. References Benard, S., 2014. Services for Children and Young People who display Challenging Behaviour. [Online] Available at:[Accessed 8 July, 2014]. Department for Education and Skills., 2005, March. Managing Medicines in Schools and Early Years Settings. [Online] Available at:[Accessed 8 July, 2014]. Hodder Education., 2014. Promoting Creativity and creative Learning in Young Children. [Online] Available at:[Accessed 8 July, 2014]. Lebednik, C., 2014. How do I identify some of the Factors that can Influence a Child's Language Development? [Online] Available at:[Accessed 8 July, 2014]. National Network of Investigation and Referral Support Co-ordinators., 2005, February. Guidance for Safe Working Practice for the Protection of Children and Staff in Education Settings. [Online] Available at:[Accessed 8 July, 2014]. NHS., 2012, April 17. Expressing and Storing Breast Milk. [Online] Available at:[Accessed 8 July, 2014]. Northamptonshire County Council., 2006, December. Promoting Positive Behaviour. [Online] Available at:[Accessed 8 July, 2014]. Pearson Education Limited., 2011. Support Children’s Speech, Language and Communication. [Online] Available at:[Accessed 8 July, 2014]. White, J.,2008.Playing and Learning Outdoors: Making a Provision for High-Quality Experiences in the Outdoor Environment. Madison: Routledge Publications. Read More