Section 1: behaviour and the early childhood context

Question:1 complete----------------------------regulation or standard.

Regulation or standard Specific section item Aim

National regulation Regulation 155 Interactions with children in an
Approved Service should not
only consider the family and
cultural values, but also age
and physical and intellectual
development and abilities of
each child.
National regulation Regulation 168 A policy on interactions with
children must be made by
Approved Service.
National quality standard QA 6.1 Respectful as well as
supportive relationships with
families are to be developed
and ensured to be maintained
National quality standard QA 6.2 This quality areas aims
Families to be supported in
their parenting role alongside
their values and beliefs
regarding childrearing are to
be respected.
Code of ethics In relation to family I will The uniqueness of each family
is to be respected alongside
striving to learn regarding their
culture, structure, lifestyle,
customs, language, beliefs and
kinship systems.
More to add, it aims to
acknowledge each family to be
affected by the community
contexts in which they engage.
Early year learning framework Outcome 1 It is likely to aim children
having a strong sense of
identity and learn to interact in
relation to others with care,
empathy as well as respect.
Early years learning framework Outcome 2 Children are considered to be
linked with and capable to
contribute to their globe.
Children are likely to be
considered to hone a strong
sense of belonging to not only
 group, but also communities
United nations right of the Article 2 non discrimination The Convention is to apply to
child all children, regardless of
gender, race, ethnicity,
culture, religion, family status,
or ability. Governments are
likely to be responsible for
making sure children to be
protected from any form of
discrimination.
United nations right of child Article 3 best interest of the In respect to decisions that
child have impact on a child, his/
her best interests are
recommended to be taken into
consideration. This provision
proves to extend to legal and
administrative decisions.
During the time, parents,
elected officials, and other
adults take decisions, they are
suggested to think about what
effect their choices and actions
would have on children.

Question 2. A) educators need--------------------------------------------------------or influence behaviour.

 The age of the child alongside level of functioning.

 The personality as well as temperament of the child.
 The health of child.
 How is the child to interact with peers as well as with adults.
 The self-esteem of child
 The family context of the child.
 Social or community expectations from child.

Question 2. B) using the factors----------------------------------------following scenarios.

Scenarios Contributing factors

Arianne is 2.3 year of Not only Age, but also developmentally
age-------------------------------------comes near appropriate behaviour
 them.
Maria is 3.6 years of Alongside health, wellness also refer to be
age------------------------------------when in the contributing factor.
service.
Luke (4.6 years) is Childcare environment or program would be
an------------------------------------------times and contributing factors.
routines.
Tom (3.9 years) Community as well as culture are to be factors
lives------------------------------------------words and which contribute.
put down.

Question 2. C) children can also---------------------------------------------------------------these behaviours.

 Feeling unsure, frightened, unsafe or powerless.

 Alongside a requirement of being assertive, a belief that is to create an error which is
unacceptable.
 While being embarrassed about showing true feelings but also intolerance of others
including a need to 'Win' at all costs.
 Not only being unable to recognise or respond to the emotions of others, but also unable to
express feelings verbally.
 Alongside not knowing alternative ways to respond, he is Liking the feeling of power that
aggression can give.
 Either being impatient or being fearful of others or the situation as well as feeling superior to
others.

Question 3. To complete---------------------------------------------------limits and guidelines for behaviour.

Stage of social development Educator best practice

New born -18 months Attention, nurturance, and conversation should
be given to children by the educator alongside
providing opportunities for children to explore
the world, taste and touch. and assist children
feel the world is a safe and beautiful place by
loving care.

One year- mid 2’s Educators are expected to respect and care for
children alongside having patience and sense of
humour. They should refer offering choices to
children, which would likely to lead children
toward developing independence and
 limitations.

Mid 2’s – mid 4’s Respect and care should be shown for children
as well patience and sense of humour are to be
owned. They are to set limits firm and
consistent. Educators are suggested to discover
with children together and aid them finding
answers to their own questions
Mid 3’s – 5 years Educators are likely to respect and care for
children and own patience and grasping power
to children alongside continuing firm and
consistent rules and expectations. Educators
must begin to use rational and logical
cooperation and thinking with children in order
to provide channels and opportunities for
developing intelligence of children.
Mid 4’s – 6 years Children are not only provided affection, clear
directions and expectations by educators, but
also provided various activities along with
encouraging children to try new things, so that
children can learn While doing. Children should
also be permitted to participate in planned
activities and do useful trivia and provide them
with opportunities to show off their skills.

Question:4 to complete--------------------------------------------------------principles for guiding behaviour.

 Will power and self-control is to be increased in order that they might likely to be better
ready to wait, share stop, sit, still be during a group for extended hours of your time.
 Alongside an increased understanding of appropriate and acceptable behaviour, the ability
to form judgement about the context or situation and which behaviour I appropriate to the
present.
 Not only his ability to speak what they need and express their feeling in words, but also a
reduced need to be "hands on" and therefore the ability to face back and watch without
touching.
 Improved memory and the ability to respect the requirements and rights of others better.
Section 2 establishing limits and guidelines

Question 1. A) how does------------------------------behaviour code?

 A statement of values and expectations regarding children’s behaviour.’

 It is considered to describe the ways in which educators would likely to support alongside
managing behaviour of children.

Question 1. B) list six-----------------------------------------educators and the community.

• A framework is to be provided for the support and management of behaviour of

children.
• Contributing to clear communication regarding behaviour of children in a manner
that would likely to support respectful and cooperative relationships among
children, families and educators.
• Values and expectations related to behaviour would be communicated.
• safety issues are to be addressed.
• clearly consequences are to be stated for inappropriate behaviours.
• Consistency is to be promoted in the approach by educators so that behaviour
support and management can be ensured.

Question 1. C) list eight point--------------------------------------------------------------the behaviour code

(policy/procedure).

1. What are to be your beliefs in relation to behaviour? What are to be the behavioural goals
for your site?
2. How are your actions to encourage and support appropriate behaviours?
3. How are your actions to encourage as well as discourage inappropriate or unsafe
behaviours?
4. What are considered to be the rules for safety and fairness?
5. How would you likely to consult and inform families?
6. How would you refer children to be involved in setting behavioural expectations?
7. How may you to inform new and relief staff?
8. How would your site likely to review the policy and its effectiveness?

Question 2. A) why is it-------------------------------------------------------------reasoning and clarify

expectations?
With the help of persuading wards to take part in setting rules, the foundation is to be laid
for a community of learners who are considered to follow rules, not because they are to be
punished by the educators in case denying to follow rules, infect, they feel themselves as a
part of that which they are to assist to create. Alongside, applying a democratic group
process is likely to assist children to hone moral reasoning, creating rules would aid clarify
behaviour expectations.

Question 2. B) how can--------------------------------------------rules for behaviours?

Answer:

Two or three simple rules may need to be proposed alongside explaining the reasons
behind them, and inviting their cooperation with three years olds.

Question 2. C) explain the process_----------------------------------------------rules for behaviour.

• Most of the children are considered to be able to propose rules and discuss them
by the time they turn four years old.
• Ideally, classroom rules would not only made to be teacher- dictated. They must
consider to evolve from ideas which are discussed with as well as supported by
the children.
• The guidelines must refer to be stated as positive actions. Children are to be
assisted with wording that is used to say what they are interested to do, not
what they cannot do. To cite an example, instead of saying ‘no running’, read the
statement as ’Running is to be an outside activity. So, I walk inside’. Other
instance can be ‘I am to touch people gently’, ‘I am likely to communicate in a
quiet tone of voice’, ‘After, I completed with an activity, I put it back where from
I got it’
• After the rules have been established, opportunities are to be created to practice
them.

Question 2. D) room rules can be----------------------------------------------------------------song or rhyme.

The rhyme which I would recommend to consider to be recited with four years old children to
reinforce them to helping with packing away. It would likely to be head, shoulders, knees and toes.
The lyrics of this rhyme is as below.

Head, shoulders, knees and toes, knees and toes-2……

And eyes and ears and mouth and mouth and nose.
Head, shoulders, knees and toes, knees and toes
Jump, jump, jump
Let us all jump
Jump, jump, jump
 Make you muscle pump

Head, shoulders, knees and toes, knees and toes-2……

And eyes and ears and mouth and mouth and nose
Head, shoulders, knees and toes, knees and toes
Punch, punch, punch
Let us all punch
Punch, punch, punch
Have a hearty munch

Head, shoulders, knees and toes, knees and toes-2…..

And eyes and ears and mouth and mouth and nose
Head, shoulders, knees and toes, knees and toes
March, march, march
Let us all march
March, march, march
Get your body charged

I would consider all the children to be sit in systematic manners and recite the rhyme.

Question 3. A) list seven reasons why-------------------------------------------------of young children.

The seven reasons would include:

 Yong children are to be still learning regarding social rules and expected behaviours.
 Yong children are just to be at early stage of generalizing about behavioural expectations.
 Yong children are not considered as good at logical thinking as required.
 Yong Children are led to be limited in their ability to predict events.
 Yong Children are to be less successful at controlling their impulses.
 Yong Children are not able in grasping the much about cause and effect.
 It can be difficult for children to observe things from the point of view of other person.

Question 3. B) list three reasons why------------time out.

The three reasons can be:

It would likely to lead children to be labelled as "bad" or "naughty by other children.
It proves to be considered as punishment by children and has no significant impact on reducing
inappropriate behaviours.
Time-out would not as much helpful for children to understand and change their inappropriate
behaviours.

Question 3. C) explain the practice_-----------------------------------------------------his or her emotions.

 • Children are made able to be aware of their own mood alongside temperament and
feelings in order to take action to remove it themselves if required to provide
themselves time away to calm down
• Children are allowed to withdraw in a non-threatening as well as non-blaming way,
which would likely to maintain their self-esteem.
• Children are considered to be capable to return to the group at their leisure with a smile
or welcome back from the educator likely let the child to start over without feeling ill.
• The child is to be delivered a sense of control.

Question 4. A) gathering information-------------------------------------child’s behaviour.

o Having a talk on challenging behaviours when they happen, face-to-face

o we are to be involved in planning strategies to ensure our child to be assisted by showing
what we can do at home.
o Referring asking regarding what works at home
o Confirming ourself to be comfortable with the approach being used
o Not only permitting us know related progress, needs of the child, but also giving us prior
information regarding staff modifications and preschool events, how our child would likely
to react and how we can support them
o Alongside giving feedback about how our child's day has been, but also asking whether we
would like to meet formally or discuss progress through informal discussions
o Recommending books and videos to help us at home and referring us to other services

b) within the reading------------------------------------------------these six considerations.

 Making us able to be welcomed in the preschool

 Coming to know we are to be always anxious related to behaviour of our children and may
be reluctant to raise these type of issues
 Our need to be respected for privacy when discussing our child alongside keeping
information confidential
 Asking us what we deem and have tried toward our child's behaviour as well as grasping
how our family's culture impacts on our child's behaviour
 Telling us when we are to be managing behaviour of our children very well and when our
child has been successful.

Question 5 list the six ways----------------------------------------this responsibility.

The response to emerging----------------------------------------------------------evident when there is:

 Identification of challenging behaviours as early as possible which is likely to occur.

Communication with families in regard to challenging behaviours which are considered taking
place at the earliest opportunity and proves to be framed as a positive opportunity toward
addressing behavioural needs of children within the group setting.

Support tends to be sought from departmental support services and other agencies.

The behaviours of children prove to be assessed over a range of informal and formal learning
activities and contexts.

Planning, implementation, monitoring and review of individual behaviour plans are considered to
occur in partnership with families as well as support services.

Program planning is likely to consider behavioural needs to be as part of planning for individual
children and groups.

Section: 3. Mistaken behaviour

Question 1. Accurately list the ten levels--------------------------------------------while managing behaviour.

• The first level of guidance continuum is to be Ignore.

• Listen and watch would be second level.
• Act as a reporter tends to be next stage.
• Stepping in and setting limits are considered to be helpful in managing
behaviour.
• By asking questions, behaviour can be managed.
• Brainstorming and Offering ideas are the another set of tools to manage
behaviour.
• consider choice to be offered.
• Lead action to be taken alongside
• Make yourself to do it on by own.

Question 2. Explain the concept------------------------------------- by Gatrell (2004).

 • Gatrell (2004) is taken into account to argue that pertaining the behaviour as
‘mistaken behaviour’ proves to put behaviour within the context of incomplete
development of a skill.
• Gatrell (2004) proves to argue that if a toddler is likely to make a cognitive or
language error, educators would consider to use their professional knowledge
and appropriate learning strategies to guide the kid towards developing an
understanding or skill. for instance, if a toddler were to mention “My feet is
sore”, we might not punish him/ her but would demonstrate the way to correct
the error.

Question 3. Scenario A: swearing

i. Is george’s-------------------------behaviour?

The reaction of Georgie is considered to be mistaken behaviour.

ii. Using the -------------------------------------------an educator.

As per the guidance continuum, the Level 1 “ignore” intervention should be

applied.

iii. Give reasons-------answer.

Swearing is taken into account as a learned behaviour and considered to usually

be copied from family members. Ignoring swearing refers toward making it a
non-issue. Attention is to be drawn to swearing can often result in escalation.

Swearing and focus on Georgie’s frustration would be ignored. He is to be

assisted to stack the blocks so they are to be avoided to fall over.

Scenario B: name calling

i. Is tom’s-----------------------------behaviour?

Answer: tom’s reaction is to be Unacceptable behaviour

 ii. Using the guidance-----------------------an educator.

Answer: As per the guidance continuum, the Level 4 – Step in or set limits
intervention should be applied.

iii. Give reasons------answer.

Answer: Tom is taken into account to be asserting his power alongside position
over Mitchell. If ignored Tom is associated as not being encouraged toward
developing empathy for others. Tom shouldn't ask be made to incorporate
Mitchell in games but should be discouraged from name calling.
• Tom is to be firmly spoken and explained how his behaviour is probably
going to be affecting Mitchell. Have Tom and his friends explode and play while
you comfort Mitchell and help him to play together with his own age bracket.

Scenario C: my teddy!

i. Is Ellis------------------------behaviour?

Answer: The Ellis is to eb displaying Mistaken behaviour.

ii. Using the guidance----------------------an educator.

Answer: As per the guidance continuum, the Level 7 – offer ideas intervention
should be applied in order to redirect and model which is age appropriate.

iii. Give reasons------answer.

Ellis is considered to be displaying behaviour typical for his age which although,
proves to be appropriate to assert himself but not appropriate to be aggressive.
Ellis is not able to yet understand the impact that his behaviour which has on
others.
Ava would be made comfortable alongside searching her another Teddy. Ellis is
to be gently explained that he wants to play with that Teddy now but she could
have a turn after him.
Scenario D: bully?

i. Is Imran------------------------behaviour?

 The reaction of Imran is to be Unacceptable behaviour.

ii. Using the guidance----------------------an educator.

 As per the guidance continuum, the not only Level 3 – act as reporter, but also level 5 –
ask questions, and 9 take action alongside interventions should be applied.

iii. Give reasons------answer.

• Imran is sufficiently old to understand that pushing younger children isn't acceptable.
the very fact that he does it as how of interacting with others, due to his poor language
skills, isn't an excuse. it's probably a reason but doesn't mean that the behaviour is
suitable
• Say ‘Stop Imran” then tell him what to mention so as to hitch within the games together
with his peers. Give him the particular word to use. E.g. Imran is to be told “Imran, you
would want to mention ‘Could I to play too?’ than prefer to wait to ascertain what they
assert.” this is often teaching him what to try to and what to mention instead of just
telling him what he's doing wrong.

Section 4 conflict resolution

Question 1. Define the skill--------------------------manage conflict.

Conflict resolution skills

The ability to--------------------of others:

• Rights regarding property refer to not taking what somebody else is to own or is to be
using.
• Rights of space refer to not getting into space of someone else unless invited or
accepted
• The right to feel safe consider to not endangering someone else by our actions
 The ability---------------------------of anger:

Showing anger during a way that tends not to hurt anybody or damage property.

The ability to---------------------------------acceptable manner:

obtaining more control of situations by being assertive.

The ability to --------------------------------------------those of others:

• Learning every person to feature a useful contribution to form.

• honing the power to both hear others alongside making contributions
• preferring to use effective communication skills

Question 2. Using the five-------------------------------------------for the children.

i. Cool down which refer the children to be advised to take deep breaths and calm
down.
ii. Identifying the problem by asking each child to state their side of the problem as
well as how they are feeling.
iii. Ways are to be brainstormed to solve the problem. Each child is to be asked to
suggest a solution and the possible consequences of the solution. Boys are to be
encouraged to explore options and act as facilitator instead of solving the
problem for the boys. If they are not able to agree, options are to be offered for
discussion and agreement.
iv. Agreeing on solution and trying it refer to try the agreed solution and praise
efforts.
v. Follow up action is to be taken by commenting on how well the children are now
playing together, encouraging monitoring and guiding.

Question 3. To compete-----------------------------------birth to big school. Scenario what happened?

a) Suggest why------------------------------inappropriate.
• There are many reasons which are responsible behind the inappropriate intervention of
educators the first is educators’ reaction as he showed following inappropriate behaviour.
The educator was not to see what happened and made incorrect assumptions alongside
focusing on blaming rather than resolving.
• The educator did neither take the time to ask each child for an explanation nor engage the
girls in resolving the conflict
• The conflict was not only ovoid to be used as a learning opportunity, but also ignore to
acknowledge the girls as capable & resourceful
• He Did not respect the children and their right to be heard
• Moreover, the Use of Timeout was responsible for inappropriate behaviour of educator
which not only Isolates, embarrasses and humiliates, but Timeout also does not allow the
child to start over, timeout is likely to be punitive and considered not to assist the child to
learn new skills. Inaam was not treated fairly and ignored. Inaam was not only expected to
say ‘sorry’ without explanation, but the educator also took advantage of her power over the
children.

b) What do you------------------------------------------positive-Learning?

 That the educator is considered to be as “not fair”

 That the way toward solving conflict is to walk away.
 That feeling sorry is to mean that everything is fine.
 That it is considered to be no fun to play with friends
 That, if people disagree, there is nothing to do which you can do about it.

c) Applying gatrell’s----------------------------------conflict resolution.

 Admit that she was not to see what happened alongside asking the girls to explain the
situation
 Inaam was checked that he was not injured
 The girls are to be assisted to calm down
 Girls are asked to suggest a solution
 The girls are worked with on their suggestions
 The girls are to be encouraged to continue their play
Section 5 functional assessment
Question 1 what is the ---------------------------the process?

It is led to be a process allowing adults to rethink challenging behaviours of children and therefore,
consider how best is likely to respond. It can be a helpful strategy where chronic behaviour has not
responded to other management strategies.

Question 2 a) define reliable--------------------------------------------children’s behaviour.

Reliable Documentation must refer to be

accurate and consistent. This could only be
achieved by drawing on variety of information
gathered over time and in different situations

Valid

When supported observations containing

sufficient information to create a good ‘picture
‘of the child’s behaviour

Free from bias

Not only observations, but also interpretations

must consider to be accurate, objective as well
as free of prejudice alongside Commenting
subjective and value laden should lead to be
avoided.
b) tick the four-------------------------------from bias.

o He is always naughty. She never listens.

o He has difficulty joining play situations with peers.
o She finds it hard to control her emotions, particularly anger.
o He's spoilt and selfish.
o She uses language that insults, hurts other's feelings and ends interactions.
o He's aggressive.
o He will physically hit, push or kick if not able to have his way.

Question 3 list five stakeholder-----------------------------------documentation.

The stakeholder who may have access to documentation would include Colleagues,
Parents, Specialist support workers, Welfare officers, Health workers, Speech
pathologists and Occupational therapists.

Question 4. Complete the table----------------------------------need to apply

Steps in functional assessment Implementation

1. Identify challenging behaviour. The challenging behaviour is to be identified to

ensure exactly what is the child doing and how
is it affecting others?

Observe the following in numerous settings or

2. Select observation strategies.
situations.

 Where the behaviour is to occur,

 What was to happen immediately
before it,
 who was to be involved,
 specific actions, alongside place and
time

3. Identify your present explanation for Preferring information gathered to be used

the behaviour. along with reflecting about why the behaviour
would be occurring. What is to be motivating
 the child?

4. Describe------------------------------- The responses of educator and their effect on

behaviour? the behaviour is to be described.

5. Generate------------------behaviour. It would be led to be looked at what is

maintaining the behaviour instead of what
would have triggered it. Is the behaviour to
result in a positive response for the child?

6. Change -------------------------respond. new ways are to be developed toward

responding to the targeted behaviours that
would end in positive changes in the child.

Question 5. Who would you --------------------------------------in this process?

• I would like to include other educators in the service, parents, grandparents/guardians if

appropriate, along with any other professionals who are to be working with the child,
such as Speech Pathologist, Early Intervention etc.

Question 6. List the ten key points------------------------------with parents.

• Educator should act in a professional and sensitive manner. Concerns should consider to
be balanced with some positive thoughts about the child. The message should not only
be one of concerns, but also offer a positive pathway.
• Educator is to be prepared for different reactions including defensive, blame the
educator, angry with the educator or child, embarrassed, upset or dismissive the
concerns as unfounded.
• Consider yourself to be well prepared. Parents are to be provided with written
observations of the behaviour of child.
• Concerns should be focused related to the present and future development of child. The
consequences of the behaviour should be explained as it is to relate to the child such as
the child are likely to continue to be isolated alongside having few friends, the
behaviours become able to be entrenched and habit forming and therefore the child is
considered to be missing out on valuable social as well as play experiences.
• Plenty of time is to be allowed for parents to take on board the educators concerns
 • Be aware that the parents would likely want to meet again for further discussion
• Lead yourself to be prepared toward responding to parents’ questions and concerns
• some strategies should be kept in mind for working with parents
• Consider how to determine a collaborative partnership with parents to establish gaols in
order to address the behaviour of child.
• Consider what to do. should the parents to refuse acknowledging that there are
behaviour issues are recommended to be addressed.

Section 6 behaviour plan

Question 1 identify the five-------------------------------------------------------implemented.

Behaviour plan steps implementation

Step 1 defining-----------------------concern. Educators have to specifically spot out the

behaviour which is causing concern and analyse
why it would be happening, and in relation to the
abilities, age and developmental stage of child.

Step 2 setting ---------------------objectives. A series of goals and objectives are to be

written in order to ensure the goals to be
achieved. Short term goals should consider
necessarily to be specific and require to assist
the child achieve the long-term goals.

Step 3 selecting-----------------strategies. Prefer what strategies the educators would likely

to use in order to assist the child in achieving
behaviour change which would ensure the plan
to be realistic and resources to be available.
Educator responses are decided to be used by
everyone who is involved and that the
responses are culturally appropriate.

Step 4 implementing the plan All educators are ensured to be in agreement

and able to understand the behaviour plan. The
plan is recommended to be developed as per
the services philosophy and policies.
Consistency is necessary to be maintained
there. The planned strategies and
consequences are to be implemented every
time when the targeted behaviour is to occur.

Step 5 monitoring and reviewing The behaviour plan is continued to be

implemented and the effect is to be closely
 monitored which it is having either positive or
negative. Observations are to be recorded and
the process is discussed with others closely
followed by Making changes, modifications
gradually if mandatory. Referral is to be
considered to relevant support services if
additional assistance is considered to be
appropriate.

Question 2. A). explain the ---------------------------------------------------------through turn-taking.

Short term goals prove to be precise and likely to be designed to assist the child to achieve the long-
term goals. For instance, Sam can participate kicking soccer goals or shooting basketball hoops and
group time activities. Educator is capable to inspire him to share and take turns before speaking. But
on the other hand, long term goals are considered to be the behaviours that we would likely to hope
the child can achieve over time. To cite an example- Sam can practice turn taking and sharing the
resources.

Question 2 b) selecting activities ---------------------------------------------this child?

The observations which are taken are to be gone through and the interest, strengths and need of
child are to be identified and then the activities and actions based on interest of child are to be
decided.

Question 2 c) how would--------------------------------to be used?

Educator must own the knowledge related to interests, strengths and behaviours of child which
would likely to take decision on the strategies and consequences.

Question 3 to complete this-------------tick seven appropriate strategies-----------------a behaviour plan.

 The objective along and goals are clearly explained to everyone involved.
 Not all educators agree that there is a problem
 Child has been supported to understand the expectations of the behaviour plan
 The child’s parents have been included in the discussion and planning.
 The regular room leader will be away for the next six weeks on long service leave.
 Printed copies of the behaviour plan have been distributed to all educators, directors
and the child’s parents.
 The environment has been organised to minimise the potential for inappropriate
behaviour.
 Not all educators have been informed of the behaviour plan.
 A date has been set for a review meeting.
 Educators know what observations and comments to record and where to record
 them.

Question 4 to complete-------------explain why it---------------------------------------behaviour plan.

 The educator and the family would be considered to work together in order to refine the
goals and set new objectives for the child during the process of monitoring and reviewing
the progress of child.
 Educators would find the initial objectives were to be extremely overwhelming for the child
so required to be simplified or changed.
 Educators could also consider to find that the child has modified his or her own behaviour in
some ways so that new objectives could be required.

Section 7. Jonty: simulated behaviour plan

Question 1 simulated behaviour plan

Simulated behaviour plan – question 1

Interpretation of observations

When and where---------------------------------------------------------------------------impact on this

behaviour

 On arrival at service child clings to mother.

 Free play refers to play dough table where he wants to have all the play dough and during
this time, he hurts Kate by hitting.
 Blocks like solitary play.
 Collage in which he got frustrated and was unable to complete the task.
 During mealtimes, he spills juice and then starts crying.
 During the play of Sandpit, he got aggressive when Kate wanted to join play and hit her

Possible reasons-----------------------------------------------------cultural practices

 Self-esteem is increasingly poor as he focuses on the things and finds himself challenging
  Fine motor skills are poor.

 Get easily frustrated.

 There is no persistence at tasks.

 He is unable to relate to children of his own age and prefers younger or older children.

Impact of the--------------------------------other children

 Other children are not to appear toward participating in Jonty’s play

 If peers join play such as Kate, there is to be aggressive outbursts either verbal or physical
outbursts.
 Spills would likely to be risk.
 Sufficient equipment and resources would require to be given at the appropriate level for
fine motor development of Jonty.

Assumed reason-------------------------behaviour

 The first reason would be the pressure’s impact of family business like having busy
lifestyle of parents and lack of quality time with Jonty.
 Multiple carers like parents, siblings, grandparents, and child care can be another reason.

 Moreover, Jonty owns little or no control in his life as he does not like to spend much time
at home as a family unit.

 Mother associates his as ‘babied’ by family.

Activities and experiences--------------child

 Child was to be interested in dinosaurs, insects and sea life alongside enjoying reading
 He was to prefer playing outdoors and have well-developed gross motor skills including
climbing, jumping, running, kicking etc.
 He was to enjoy spending time with grandparents.

Activities-------------------------------------------child

 Not only fine motor skills but also meal times

 Free play and interacting with peers

Question 2 use all information-------------------------------behaviour plan.

Simulated behaviour plan-question 2

Behaviour plan

Child’s name: Jonty Age: 3 years 6 months

Student: Rajvinder kaur Date: 28.10.2020

Who would you-----------------------------------------------------------------factors to consider?

The educators are recommended to consult with family and grandparents regarding the
behaviour plan. Jonty wants to play with babies and toddlers, instead of his age group or pears.

Long term goal:

The long-term goal would likely to control his anger better and not let his aggressive behaviour
overpower him, another goal is to be try to keep calm behaviour.

Short term goal 1:

The short-term goals would likely to be that Jonty is suggested to follow instructions gives by the
educators and make himself able to grasp that they want the best for him.

Activities and strategies: include any resources required.

Activates are to be given to him so that he would enjoy doing and activities that are potential to
enhance the child-educator relationship and that are as per his interest.

Short term goal 2:

In respect to setting second short-term goal, consider trying to become friends with children the
same age as him, as this would likely to assist his social and mental development as a child.
Activities -------------------------resources required.

Group play and activities are to be organised along side making all the children able to assist each
other in packing everything up.

Will you communicate-------------------------------------------------be achieved?

Yes, I would like to sit him down and make him explain what he should enhance on, and how it
would likely to assist him.

How would you _--------------------------------------------------alternative behaviour strategies?

I would consider the behaviour plan to be shown to other colleagues and explain why I am to
deem this is essential.

Date for --------------------review: every three months or at the moment whenever required

who would attend: not only parents, but also educators are to be involved.