Unit TDA 2.9
Support children and
young people’s positive
behaviour
Learning Outcomes
• You will know about your work setting’s policies
and procedures for promoting the positive
behaviour of children and young people
• You will be able to support positive behaviour
• You will be able to respond to inappropriate
behaviour.
Connector
What is behaviour?
Discuss with the person sitting beside
you. Be prepared to give feedback.
Behaviour
How we act/ react to
situations
How we speak
Behaviour
How we treat
other people
How we treat
our
environment
Behaviour linked to social
and emotional development
Children and young
people who develop
well socially and
emotionally
Children and young
people who do not
develop
well socially and
emotionally
are more
likely to
may be
at risk of
• make friends
• settle well into
school
• understand how
to behave
• not having positive
relationships with
peers
• peer pressure
• showing signs of
unwanted/negative
behaviour
Activity 1
Discuss what you think is positive behaviour
and what is inappropriate behaviour.
Think of behaviour you see of children you
know, who are related to you, who you have
worked with and those you see out in public.
Brainstorm and make a list
Activity 2
Worksheet 1
In groups, discuss what you think is positive
behaviour and what is inappropriate
behaviour in;
1.
2.
3.
4.
5.
6.
Babies (0-12 months)
Toddlers (1-2 years)
Pre school (2-5 years)
5-11 year olds
11-16 year olds
16-19 year olds
Behaviour
policies
1.1
Every childcare setting should have a
behaviour policy that will be designed for
that specific place and include guidelines
on:
• the behaviour of the children and
young people
• the behaviour of the adults.
Activity 3
As part of your assessment, you will be asked to describe the policies and
procedures which promote young people’s positive behaviour in your
work placement.
As preparation, go to:
www.kategreenaway.ik.org/attachments/behaviour_policy_2008.pdf
Find out the following . Underline where you find the information in the
text:
•
•
•
•
•
•
What does the introduction tell you about the children there and how
the nursery deals with them?
What positive strategies does the nursery use?
What do they do when dealing with a child’s challenging behaviour?
How does the nursery approach dangerous and harmful behaviour?
How is repeated difficult behaviour approached?
What is their view on the role of parents?
Activity 3 continued
What do you think should be in the behaviour policy of every
establishment where children are cared for by adults?
In your groups, write a behaviour policy that states ways in which
the adults at a nursery should:
Encourage children to behave in an acceptable way
Discourage children from behaving in an unacceptable way
HOMEWORK TASK
Find out about the behaviour policies and procedures of your work
setting
What do children and young
people need to develop?
what does this
mean?
• Self-respect and self-esteem.
• Confidence and self-control.
• An understanding of how to respect and be considerate
to others.
how can this be
encouraged?
• An understanding of how others might feel in certain
situations – what situations can you think of?
• Negotiation skills (‘give and take’) – why is this difficult
for many children and young people?
• Problem-solving skills.
what examples can
you suggest?
Negative actions of
others e.g. punishments,
humiliation
Positive actions of others
e.g. rewards, treats, respect
Copying
others
Influences on
behaviour
Wanting to
please others
Family rules,
standards,
expectations
Peer group
pressure
The way we
have always
done things
(at home, in
our country,
in our
culture etc.
Worksheet 2
In groups, and thinking about any age group, discuss ways in
which you could:
•Let a child/young person know that you approve of/are pleased
with their behaviour
•Help a child/young person whose behaviour is causing you some
concern
Design a poster for a work setting that clearly shows that
positive behaviour is welcomed. Complete worksheet 2!
What can effect behaviour?
•
•
•
•
•
•
•
•
Illness, accident or injury.
Puberty.
Loss or bereavement.
Separation/divorce/remarriage of parents.
Moving house /nursery/school.
Arrival of new baby/step-siblings.
Peer pressure (e.g. smoking, drug taking).
Tiredness.
What effects might you see in different age groups?
How to support
positive behaviour
2.1
Positive
approaches
Set and apply
clear boundaries
Give children and
young people
a choice about
behaviour
(Understanding
consequences
of misbehaviour)
Using ‘positive’
rules – what may or
should be done
and
using reward systems
WATCH THE VIDEO AND COMPLETE THE
WORKSHEET 4
How to approach inappropriate
behaviour
Don’t reject
the child/
young person...
You are a
naughty
boy/girl
instead
show displeasure
at what the child/
young person
has/has not done
I am not
happy
about
what
you did
WHAT YOU PAY ATTENTION TO IS WHAT YOU GET MORE OF!
Inappropriate behaviour
Types of
inappropriate
behaviour
Aggression
(physical and
verbal)
Attentionseeking
Self-destructive
Discuss the ways that these behaviours might be shown,
e.g. physical aggression might be a child biting another
child, verbal aggression could be name-calling.
Strategies for inappropriate behaviour
3.1
Seeking the help
of a professional,
A verbal
warning
e.g. educational
psychologist
Time out
Sticking to the rules(be
consistent – clear
boundaries are essential)
A disappointed look
Strategies
Adults setting
a good example
(role model)
Positive Discipline
• A positive approach to discipline makes
life more enjoyable for parents and
children and helps to build self-esteem
in the famiy.
• Effective ways to help children manage
their behaviour are clear boundaries,
praise, rewards, fair penalities, e.g.
game of football.
The Question of Discipline
• The need for consistency
• What do we mean by discipline
• Rules, rewards and penalties
• Why do children need fair, firm and consistent boundaries/ rules?
• Inconsistency leads to confusion; children do not know what is
expected of them or what to expect of adults.
• Discipline is about guidance: setting clear boundaries, and
reinforcing them fairly. The long term goal is to encourage
children to respect others and to learn to make responsible
choices- this is the self-discipline that they will need as adults.
Role Plays
Consistency
Children need fair, firm and consistent boundaries/ rules.
Inconsistency leads to confusion. Children do not know what is
expected of them, or what to expect of adults; confusion leads to a
sense of insecurity and often difficult behaviour.
•
•
•
•
Group 1: Role play A
Group 2: Role play B
Group 3: Role play C
Group 4: Role play D
• Worksheet: Boundaries
Discipline Methods
• What discipline methods do you use or
see and hear other adults use?
FAIR, FIRM, CONSISTENT,
KIND
UNFAIR, CRITICAL,
INCONSISTENT, HARSH
WHAT WE PAY ATTENTION TO IS WHAT WE GET MORE
OF!
Time Out
• Time Out is a way of helping children
and adults when emotions are running
high. It is a cooling off period that gives
everyone a chance to calm down. First,
it is effective at dealing with difficult
behaviour in children up to 8 or 9 years.
Secondly, it encourages children (and
adults!) to give themselves Time Out
when they need to calm down rather
than losing control.
Review
On a post it note, write down two strategies that
you would use to enforce positive behaviour.