Behaviour E4 Flashcards
(22 cards)
Social development - Understanding of social norms
Not picking up indications from others that their behaviour is inappropriate
Not understanding how their behaviour may affect others
Coaching children and young people ahead of a new situation so that they know how to behave
Pointing out the impact of their behaviour on others
Social development - Ability to relate others
Difficulty sharing and behaving co-operatively
Misinterpreting other people’s actions
Playing games with babies and young children so they they can learn turn taking and communication skills with older children and young people, helping them to recognise other people’s point of view
Social development- Levels of empathy
Not noticing when others are upset or angry
Difficulty in seeing things from others perspectives
Saying unkind things
Role modelling empathetic behaviours such as listening carefully or being sensitive to feelings
Praising older children and young people who show empathy
How can adults support children and young people?
-Help babies and toddlers by calming them down
-Teach children the name of emotions and encourage them to express their feelings using words
-Teach children and young people strategies such as mindfulness and breathing techniques to manage emotions
-Encourage young people to reflect on how they can influence their own emotional state, such as listening to music or going for a run
How may development of gross and fine motor skills inform behaviour?
-Accidents caused by lack of co-ordination and skill level
-Frustration as a result of not being able to do something
-Provide activities and encouragement at all ages
-Teach certain skills
How may body changes as a result of puberty inform behaviour?
-Mood swings, withdrawal, tiredness, lack of confidence
Provide info about changes
Discuss feelings
Encourage to take part in exercise
What are individual factors that affect children’s behaviour?
Self-esteem
SEND
Age
What are environmental factors that may affect a child’s behaviour?
-Culture and religious beliefs
-Care history
-Family circumstances
What are educational factors that may affect a child’s behaviour?
-Bullying and discrimination
-Peer relationships
-Relationships between children and young people and practitioners
What are unwanted behaviours linked to low self-esteem?
-Self-harm
-Attention seeking behaviours
-Frustration
-Withdrawal and lack of participation
-Bullying behaviours
What are unwanted behaviours as a consequence of over-confidence?
-Attention seeking
-Rudeness
-Difficulty in conforming in group situations
-Difficulties in turn taking or sharing
-Lack of compassion and empathy
What are the three components in self-concept?
Self image
Self esteem
Ideal self
What are the two defining stages children pass through when developing self concept?
The existential self
The categorical self
How can a child adapt behaviour to different social contexts?
Focusing on learning in educational settings
Developing impulse control
Conforming to social norms
Making friends and maintaining relationships
Why is behaviour management policies and processes important?
-Inout by children and young people
-Realistic expectations
-Fairness
-Safety
-Consistency
Celebrating an individual’s success
What are types of non-verbal communication?
-Tone
-Proximity
-Gesture
-Body language
What are four methods to support motivation?
Incentive and recognition schemes
Establishing and maintaining positive relationships
Appropriate praise
Formative feedback
What are some strategies for setting clear expectations of behaviour?
Establishing a structured approach
Acting fairly and consistently
Setting and and stage appropriate ground rules
Modelling appropriate behaviour
Positive reinforcement
Establishing age-appropiate boundaries
What are some strategies to develop self-regulation and resilience?
-Playing games / interactive sessions
-Sharing stories
-Modelling coping skills
-Encouraging physical activity
-Encouraging problem-solving
-Supporting children and young people to reframe challenges in a positive light
-Providing opportunities to support socialisation
-Encouraging mindfulness
-Creating opportunities for children and young people to take supported risks
What are some strategies to respond to behaviour?
Being fair and consistent
Focusing on the behavuour rather than the individual
Referring to and following the behaviour policy and student code of conduct
Encouraging co-regulation
Using language that clarifies expectation
Providing a calf and safe environment
What are some strategies to test and stretch skills and abilities?
Setting realistic expectations
Using age and stage appropriate praise and encouragement
Involving parents as part of whole setting approach
Giving individuals roles/responsibilities
Encouraging self reflection
Rewarding effort and success
Celebrating mistakes as learning opportunities
Encouraging children to recognise positive behaviour
How do you asses risks to safety when dealing with challenging behaviour?
Being aware of an individual’s prior history
Recognising triggers and early warning signs
Removing hazards and reducing risks
Following the settings policies and procedures
Asses the likelihood of harm to self and others
