TASK 9 REPORT ON BEHAVIOUR –policies and assessment explation
Behaviour can often be linked to age and stage as well as environment.
Other factors that can influence behaviour are overall development, self-image, changes in personal life, new school, media and peer groups.
For instance , with a young baby you might get signs of ‘separation anxiety’ . With a two year old, their might be ‘toddler frustration’ and with school aged children , strong attitudes and opinions.
As child minders we need to be aware of the types of abuse and what to look for
Sexual abuse, neglect, emotional/psyhchological,and physical.
All of these subjects have had in depth discussions during class and I am well aware of the signs to look out for.
Whilst dealing with the child –
• take your cues from the child
• keep a written record of any conversation you have had with a child if you suspect that they need protection • Make a note of any signs or symptoms
• Be factual and precise – do not make assumptions.
Children are not born with an understanding of what is acceptable behaviour. Childminders play a vital part in promoting positive behaviour. We actively promote positive behaviour, which stems from children being empowered, valued and respected. In my house my rules will be made around things that are important to parents, children and me. For example, keeping children safe. I have written a behaviour policy which will be given to parents to discuss at our first meeting. Developing and sharing your expectation and ground rules will help children feel secure, they are then more likely to confirm once they understand what the house rules are and why they are there.
All children and adults are treated with equal concern and are made to feel welcome in my home. I recognise the need to set out reasonable and appropriate limits to help manage the behaviour of children in my care. By providing a happy, safe environment, the children in my care will be encouraged to develop social skills to help them be accepted and welcome in society as they grow up.
• I do not, and will not, administer physical punishment with the intention of causing pain or discomfort, nor any kind of humiliating or hurtful treatment to any child in my care. • I endorse positive discipline as a more effective way of setting boundaries for children. • I agree methods to manage children’s behaviour with parents before the placement starts. I try to make sure there is consistency in the way the children are cared for. A consistent approach benefits the child’s welfare and helps ensure that the child is not confused. • Wherever possible I meet parents’ requests for the care of their children according to their values and practices. Records of these requirements are agreed and kept attached to the child record forms. These records are revisited and updated during regular reviews with parents. • I expect parents to inform me of any changes in the child’s home circumstances, care arrangements or any other change which may affect the child’s behaviour such as a new baby, parents’ separation, divorce, new partner or any bereavement. All information shared will be kept confidential unless there appears to be a child protection issue. • I will only physically intervene, and possibly restrain, a child to prevent an accident, such as a child running into the road, or to prevent an injury or damage. • From time to time children will have difficulty learning to deal with their emotions and feelings and this is a normal part of child development. I will acknowledge these feelings and try to help children to find constructive solutions in liaison with their parents. • Distracting and re-directing children’s activities are used as a way of discouraging unwanted behaviour. • I encourage responsibility by talking to children about choices and their possible consequences....
References: AND FURTHER READING
• Athey, C (1990) Extending Thought in Young Children: A parent-teacher partnership, London, Paul Chapman Press
• Brent Early Years Service and Louis, S (2010) Understanding Play Patterns: Making a difference through schemas
• Bruce, T (1997) Early Childhood Education, 2nd edn, London: Hodder & Stoughton
• Bruner, J (1990) Acts of Meaning, London, Harvard Press
• Department for Education and Skills (2007): The Early Years Foundation Stage
• Louis, S, Beswick, C, Magraw, L, Hayes, L and Featherstone, S (ed) (2008) Again! Again! Understanding schemas in young children. Featherstone Education
• Louis, S (2008) Knowledge and Understanding of the World in the EYFS
• Piaget, J and Inhelder, B (1969) The Psychology of the Child. New York: Basic Books.
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