Task Overview |
Part 1 Scenario and questions Part 2 Behaviour plan |
Part 1 Scenario and questions
Scenario
Marta, a three-year-old, has been attending Childcare for the last 12months. She has a one year old brother, Pavel, who has just recently started attending Childcare with her. Marta has begun wetting her pants throughout the day and will not comply with requests from her Educator to pack away toys and wash her hands before meal times. Marta has always enjoyed a story at group time, but now is easily distracted, grabs comfort toys from the younger children and often pinches and hits children sitting next to her during group time.
Question 1
What information would you gather and observe on Marta to help you understand why this may be occurring, please include at least 3 different types of information?
a) The data about the recent events happened with the child forms important source of information analyse concerning behaviour of Marta. b) Information about the child history needs to be gathered to evaluate if the child has undergone any situation of violence in past that has afflicted her attitude towards defence for which she hits others. c) Britto et al. (2017) commented that actions of others determine the behavioural development of an individual. In this case, information about other’s action on Marta needs to be gathered to assess her emotional condition and the reason of wetting her pants and unusual behaviour towards others. |
Question 2
List 3 ways you will record this information and a justification for your choice of each.
a) Anecdotal Records: The accounts of the particular events are recorded and this is done by telling the pictures in words (Bloch, Swadener and Cannella, 2018). The records would offer factual information on the different activities and the reaction of Marta. |
b) Diary Records: The educator should take daily notes of the behaviour of Marta to evaluate the impression and reaction. The record would be subjective and would have incarcerated the quick response of Marta. |
c) Observation Checklist: The checklist would record certain behaviour of Marta that the educator feel is important for a child to develop. The checklist would allow systematic collection of information about the child (Bloch, Swadener and Cannella, 2018) |
Question 3
How would you gather additional and appropriate information about Marta and her background to assist you in the development of her behaviour guidance plan?
The correct and background information about Marta can be gathered from her as well as from her parents. Kontos (1991) commented that the family background and the events in a child’s life often shape his or her behaviour. Thus, the parents of Marta should be called and information about her background and recent events needs to be obtained. The educator can also communicate with Marta under the veil of making friends or storytelling and grasp the idea of the events that are going on in her life or if she is encountering any difficult issues which is making her behave abnormally. |
Question 4
List who you would consult and interpret the child’s behaviour with both in the Childcare Centre and outside the Childcare Centre? Please include the role of parents here.
In the Childcare Centre, it is important to contact with the educator of Marta to exactly understand the behaviour exhibited by Marta while she is in the centre. The educator can provide idea about her cognitive, language and social development that would aid in completely comprehending Marta and her attitude. The educator should have to be made aware about the quality care for Marta. Outside the Childcare Centre, the parents of Marta needs to be contacted. The parents play a very important role here in regaining Marta to her original behaviour. Her mother can shed light on the family background, child care quality, social and cognitive skills. Her parents should be informed about the changing behaviour of Marta to let them understand the changes. Her parents have to observe her when she is at home and report the same to the educator. Her parents also need to check their behaviour when they are dealing with Marta. |
Question 5
Including Marta in the development of her guidance plan is vital, describe how you would inform and consult Marta about her own behaviour goals making sure you are sensitive and respectful to her feelings and needs.
As per the National Quality Framework and Standard for Early Childhood Education and Care, it is important to ensure that all the children have a learning experience that would guide them in the path of attaining success in future (Acecqa.gov, 2019). Thus, guidance plan should include Marta in a respectful manner so that she could realise her mistakes. This can be done by organising constructive everyday interaction with Marta and help her understand the negative outcome of her behaviour. Stories with moral that has link with her behaviour can help her realise the negative outcome of her attitude. To engage Marta in the guide plan, the educator had to engage her in interaction during the play, routine and ongoing projects for stimulating thinking and the learning process of the child. Fenech (2013) commented that the educator has to exhibit respect when interacting with the child and this can generate trust thereby allowing better engagement of Marta in the planning process. |
Question 6
How would you communicate with other colleagues about the behaviour guidance plan to ensure consistency? How will colleagues be supported in implementing the plan?
The colleague can be involved in the guidance plan in the following ways-:
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Question 7
How will you establish guidelines in consultation with families that are relevant to the culture and background of the children?
The Quality Area 6 of National Quality Framework stands for establishing relationship with the families of the children. The families would help to understand the culture with which the children are attached with (Ishimine, and Tayler, 2012). In this case, the parents of Marta can be consulted for the guidelines in the following ways: 1. Carrying out respectful communication with the parents of Marta can create shared understanding of the attitude and the intention of each other. The welcoming environment for the parents would encourage them to take part in the decision making process and give best ideas for their child to develop. 2. Honest and open communication with the parents of Marta can help in to feel connected with their child’s experiences and thereby become a reliable source of information about the child’s quality care. |
Question 8
When and how would you evaluate the plan? (Include 5 evaluation questions). How will you know when Marta has achieved a short or long-term goal? What will you do when she has achieved a goal? List both the practical and recording elements.
If Marta stays happy in her class and improvement is seen in her behaviour and she treats her juniors with care then the long-term goals are attained. Her rewards for each and every goal are listed below:
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Question 9
How could you encourage Marta to develop problem solving skills and communication skills?
Question 10
Discuss the importance of two-way respect and understanding between child and educator as the basis to ensure success of children’s behaviour guidance plan.
The Quality Area 5 of National Quality Standard on the development of the trusting and respectful relationship with the children for ensuring their well-being, security and belongingness. This type of relationship would create an environment that would enable them to play and learning. The behaviour guidance plan can be successful as the children would be building trust on their educators. The two-way respect and understanding between the children and the educator would give rise to social and emotional competence. When the educators makes use of strength-based and respectful approach for guiding the behaviour of the children then they ultimately empower the children for regulating their own behaviour and enhance their interacting and negotiating skills (Australian Children’s Education and Care Quality Authority, 2018). |
Question 11
List 5 professionals and organisations outside the early childhood service you could seek advice, support and resources from. Please include a variety of services including services that are either free or inexpensive.
Early Childhood Australia for advocating the interest of the young children |
Kidsafe offer ideas and plans for treating the children effectively |
Kids Matter to ensure the well-being of the children |
Emerging Minds works with the children and their families to sup[port the required growth |
Red Nose for offering evidence based advice on making the babies sleep effectively |
Part 2 Behaviour plan
Complete the following behaviour guidance plan for Marta.
Behaviour guidance plan | ||||||||||||||||||||||||
Child’s name | Marta | Age | 3 Years | |||||||||||||||||||||
Date | 08-08-2019 | |||||||||||||||||||||||
Child’s background | ||||||||||||||||||||||||
Marta is the first child of her parents. She has a brother of one-year. Her mother works as a senior executive in a corporate organization while her father is in Police. Marta has been a good child and listened to her parents. She has always been a patience and attentive child to her parents and children. However, recently, some significant changes in her behaviour are observed as she peed in her pants and remain often distracted. She also misbehaved with her peers and juniors by hitting and pinching them. | ||||||||||||||||||||||||
Identified behaviour triggers/ factors contributing | ||||||||||||||||||||||||
| ||||||||||||||||||||||||
Prioritised behaviour | ||||||||||||||||||||||||
| ||||||||||||||||||||||||
Aims (Short Term and Long term) | ||||||||||||||||||||||||
Short Term Goals: For Marta to.... | ||||||||||||||||||||||||
| ||||||||||||||||||||||||
Long Term Goals: For Marta to... | ||||||||||||||||||||||||
| ||||||||||||||||||||||||
Intervention Strategies | ||||||||||||||||||||||||
| ||||||||||||||||||||||||
Support (Internal and External) | ||||||||||||||||||||||||
| ||||||||||||||||||||||||
Limits | ||||||||||||||||||||||||
EVALUATION | ||||||||||||||||||||||||
| ||||||||||||||||||||||||
Follow up – what next? | ||||||||||||||||||||||||
A special focus would be made on Marta to ensure that she sticks to her normal behaviour. Her parents would be asked to take special care so that she does not feel depressed or emotionally down and feel that nobody cares for her. Special emphasis would be given on her communication and problem skill so that she does not get distracted easily. | ||||||||||||||||||||||||
Link to EYLF and NQS and attach relevant service policy to plan | ||||||||||||||||||||||||
The EYLF and NQS has developed certain policies and the strategies are developed based on them as listed below:
|
1
a) The data about the recent events happened with the child forms important source of information analyse concerning behaviour of Marta. b) Information about the child history needs to be gathered to evaluate if the child has undergone any situation of violence in past that has afflicted her attitude towards defence for which she hits others. c) Britto et al. (2017) commented that actions of others determine the behavioural development of an individual. In this case, information about other’s action on Marta needs to be gathered to assess her emotional condition and the reason of wetting her pants and unusual behaviour towards others. |
2
a) Anecdotal Records: The accounts of the particular events are recorded and this is done by telling the pictures in words (Bloch, Swadener and Cannella, 2018). The records would offer factual information on the different activities and the reaction of Marta. |
b) Diary Records: The educator should take daily notes of the behaviour of Marta to evaluate the impression and reaction. The record would be subjective and would have incarcerated the quick response of Marta. |
c) Observation Checklist: The checklist would record certain behaviour of Marta that the educator feel is important for a child to develop. The checklist would allow systematic collection of information about the child (Bloch, Swadener and Cannella, 2018) |
3
The correct and background information about Marta can be gathered from her as well as from her parents. Kontos (1991) commented that the family background and the events in a child’s life often shape his or her behaviour. Thus, the parents of Marta should be called and information about her background and recent events needs to be obtained. The educator can also communicate with Marta under the veil of making friends or storytelling and grasp the idea of the events that are going on in her life or if she is encountering any difficult issues which is making her behave abnormally. |
4
In the Childcare Centre, it is important to contact with the educator of Marta to exactly understand the behaviour exhibited by Marta while she is in the centre. The educator can provide idea about her cognitive, language and social development that would aid in completely comprehending Marta and her attitude. The educator should have to be made aware about the quality care for Marta. Outside the Childcare Centre, the parents of Marta needs to be contacted. The parents play a very important role here in regaining Marta to her original behaviour. Her mother can shed light on the family background, child care quality, social and cognitive skills. Her parents should be informed about the changing behaviour of Marta to let them understand the changes. Her parents have to observe her when she is at home and report the same to the educator. Her parents also need to check their behaviour when they are dealing with Marta. |
5
As per the National Quality Framework and Standard for Early Childhood Education and Care, it is important to ensure that all the children have a learning experience that would guide them in the path of attaining success in future (Acecqa.gov, 2019). Thus, guidance plan should include Marta in a respectful manner so that she could realise her mistakes. This can be done by organising constructive everyday interaction with Marta and help her understand the negative outcome of her behaviour. Stories with moral that has link with her behaviour can help her realise the negative outcome of her attitude. To engage Marta in the guide plan, the educator had to engage her in interaction during the play, routine and ongoing projects for stimulating thinking and the learning process of the child. Fenech (2013) commented that the educator has to exhibit respect when interacting with the child and this can generate trust thereby allowing better engagement of Marta in the planning process. |
6
The colleague can be involved in the guidance plan in the following ways-:
|
7
The Quality Area 6 of National Quality Framework stands for establishing relationship with the families of the children. The families would help to understand the culture with which the children are attached with (Ishimine, and Tayler, 2012). In this case, the parents of Marta can be consulted for the guidelines in the following ways: 1. Carrying out respectful communication with the parents of Marta can create shared understanding of the attitude and the intention of each other. The welcoming environment for the parents would encourage them to take part in the decision making process and give best ideas for their child to develop. 2. Honest and open communication with the parents of Marta can help in to feel connected with their child’s experiences and thereby become a reliable source of information about the child’s quality care. |
8
If Marta stays happy in her class and improvement is seen in her behaviour and she treats her juniors with care then the long-term goals are attained. Her rewards for each and every goal are listed below:
|
9
10
The Quality Area 5 of National Quality Standard on the development of the trusting and respectful relationship with the children for ensuring their well-being, security and belongingness. This type of relationship would create an environment that would enable them to play and learning. The behaviour guidance plan can be successful as the children would be building trust on their educators. The two-way respect and understanding between the children and the educator would give rise to social and emotional competence. When the educators makes use of strength-based and respectful approach for guiding the behaviour of the children then they ultimately empower the children for regulating their own behaviour and enhance their interacting and negotiating skills (Australian Children’s Education and Care Quality Authority, 2018). |
11
Early Childhood Australia for advocating the interest of the young children |
Kidsafe offer ideas and plans for treating the children effectively |
Kids Matter to ensure the well-being of the children |
Emerging Minds works with the children and their families to sup[port the required growth |
Red Nose for offering evidence based advice on making the babies sleep effectively |
Part 2 Behaviour plan
Complete the following behaviour guidance plan for Marta.
Behaviour guidance plan | ||||||||||||||||||||||||
Child’s name | Marta | Age | 3 Years | |||||||||||||||||||||
Date | 08-08-2019 | |||||||||||||||||||||||
Child’s background | ||||||||||||||||||||||||
Marta is the first child of her parents. She has a brother of one-year. Her mother works as a senior executive in a corporate organization while her father is in Police. Marta has been a good child and listened to her parents. She has always been a patience and attentive child to her parents and children. However, recently, some significant changes in her behaviour are observed as she peed in her pants and remain often distracted. She also misbehaved with her peers and juniors by hitting and pinching them. | ||||||||||||||||||||||||
Identified behaviour triggers/ factors contributing | ||||||||||||||||||||||||
| ||||||||||||||||||||||||
Prioritised behaviour | ||||||||||||||||||||||||
| ||||||||||||||||||||||||
Aims (Short Term and Long term) | ||||||||||||||||||||||||
Short Term Goals: For Marta to.... | ||||||||||||||||||||||||
| ||||||||||||||||||||||||
Long Term Goals: For Marta to... | ||||||||||||||||||||||||
| ||||||||||||||||||||||||
Intervention Strategies | ||||||||||||||||||||||||
| ||||||||||||||||||||||||
Support (Internal and External) | ||||||||||||||||||||||||
| ||||||||||||||||||||||||
Limits | ||||||||||||||||||||||||
EVALUATION | ||||||||||||||||||||||||
| ||||||||||||||||||||||||
Follow up – what next? | ||||||||||||||||||||||||
A special focus would be made on Marta to ensure that she sticks to her normal behaviour. Her parents would be asked to take special care so that she does not feel depressed or emotionally down and feel that nobody cares for her. Special emphasis would be given on her communication and problem skill so that she does not get distracted easily. | ||||||||||||||||||||||||
Link to EYLF and NQS and attach relevant service policy to plan | ||||||||||||||||||||||||
The EYLF and NQS has developed certain policies and the strategies are developed based on them as listed below:
|