Behaviour therefore whether positive or negative becomes a means of expressing either displeasure or approval from the one displaying it as a means of communicating. Examples of behaviours may include; • Hitting/Lashing out • Aggression • Polite and warm nature • Withdrawn or self-seclusion • Frustration 1.2 Children go through various stages of development and the ability to express themselves and understand others give young people the foundation to control their emotions hence behaviour as they develop self-control. Speech, Language and Communicational Needs can therefore affect a young Person in various ways namely; 1. Inability to talk; speech impairment: - children will miss out on vital play time and interact with peer. In ability to ask for things from parents, resulting in snatching, clinging to things even when there are supposed to give them back 2.
We may regularly work with children in small groups or on a one-to-one basis. We are likely to be the person who the child feels more comfortable to talk to when the rest of the class are not around. It is important that we know how to recognize when abuse may be happening and what action we should take. While we must avoid jumping to conclusions we must always be observant. We may notice physical signs or changes in a child’s behaviour, or the child may hint or disclose to us that they are being abused or bullied.
3.3 Help children and young people to understand and respect other people’s feelings and points of view. Children and young people need to learn to understand and respect the feelings, emotions and behaviours of others to help them gain an understanding about their actions and consequences. Young children might find this difficult as their understanding will not be as developed enough for them to put themselves in the position of others, but as children grow and learn they gain a greater experience of this and often older pupils will enjoy opportunities to debate and discuss different points of view in lesson time and in social situations. We often speak to them in school about thinking of the consequences of their actions and how they might have affected others. Ways in which my workplace helps young people to consider others feelings * Books, stories, magazines, literacy reading times and interaction through reading.
Writing a Behaviour Plan Behaviour Plans ensure consistency when managing a child/young person’s behaviour and helps us to look at things we can change to support the child/young person, rather than trying to change them. Environment The environment we provide has a direct impact on a young person’s behaviour. We need to consider what we can do or change in the environment to support the child. For example, looking at how playworkers are deployed at possible trigger times, use of visual support, organisation of routines and or resources. Supporting the development of new play skills After identifying what the child is trying to communicate through their behaviour we can identify what new skills the child needs to learn.
1.1 Different reasons why people communicate. When in early years setting, people communicate for a range of purposes, such as, to give/receive information or instructions, to discuss an issue, to express needs/opinions and to develop their own learning. When those, who provide care for children and young people, communicate, their practice becomes better adapted and communication is vital to work together as a team. According to K.Beith et al “as an early years practitioner, the way you communicate with adults will also affect the quality of care provided for the children” and it is important to communicate effectively to ensure that everyone has clear information and can understand your actions. (Beith.K et al,Pg.2, Level 2 certificate for the Children and young people’s workforce, 2010, Heinemann, Harlow) When I work with children I communicate with children and young people to build relationships, verbal or non-verbal communication may be used to help children and young people feel welcome and valued, and to co-ordinate activities.
It could be from issues with their school work, to something more serious and personal. In situations like this, you must be able to empathise with the child. Show them that you understand their issue by repeating what they have told you and ask them what they would like you to do. This will allow the child to tell you what they would like to happen, therefore building a
“you don’t mean that” attitude . Listening to children also means that we acknowledge their feelings, and by doing this it helps they feel they are being taken seriously in turn they are helped to confront feelings. Reassuring children as they go through these transitions and telling them that other children may be going through he same thing and have experienced the same feelings. Allowing them to express their feelings of fear or anxiety can help reassure them. Structured approaches There are lots of ways adults can help children and young adults through transitions, the age/stage of the child is an important factor to the professionals, these are usually :- bereavement consolers, play therapists, parents and voluntary organisations.
You need to speak to the children in a way in which they understand for the age range you are working with to explain what they need to do. If the children are being noisy or doing something you don’t agree with you need to use a firm voice to communicate your disagreement with what they are doing and then tell them what they need to be doing. You also need to come up with fun and interesting ways to encourage or make learning easier to understand. Give praise when they have completed a task, answered a question correctly or given information relevant to the lesson in hand. You need to encourage the use of good manners please, thankyou, etc and deter bad manners and behaviour by talking to the child in question and telling them how they need to behave.
However in a situation like this practitioners need to recognise that when the child needs to be referred to others. Sometimes children’s behaviour could show some signs that they need some extra support. This means that a practitioner needs to recognise when children need to be referred to another colleague or a professional. However a practitioner needs to encourage positive behaviour and manage children’s common behaviour. Specific types of unwanted behaviour that should be referred to others: • When pupils are a danger to themselves and/or others • When you are dealing with a difficult situation on your own • If pupils are not carrying out your instructions and you are not in control of the situation • When you are not comfortable dealing with a pupil, for example they are behaving in a threatening manner or behaving unpredictably • When an incident is serious enough to warrant the involvement of a senior member of staff.
Most people feel the need to express or needs and feelings. We also need to be there to help young children do the same, we can do this by listening and taking interest in their thoughts and emotions. It is essential for children to do this because without making their needs and feelings known to others they can become very frustrated and isolated which can lead to social difficulties later in life. Communication is also for sharing ideas and thoughts. This is important in children to build their creativity and language skills by learning how to get their ideas across to others.