2.9 - 3.2 Behaviour problems that should be referred to others There will be times when children might not show positive behaviour. There could be many reasons for any type of inappropriate behaviour shown. Sometimes children’s behaviour could show some signs that they need some extra support. It needs to be recognised 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.
A child’s development can be affected in a positive manner or a negative manner as a result of many different factors. There are many examples that can describe how different aspects of development can affect one another. Most of the time, one aspect will affect one or more other aspects of a child’s development. For example, if a child needs to overcome a language barrier such as speaking a foreign language or the late development of speaking, this stops the child from being able to interact freely with other children and also with adults which leads on to the child having a low self esteem and the child feeling like an outsider. This would affect the social and behavioural development of a child.
As a result of this it becomes much more important to teach children to learn and value diversity. If children are subjected to prejudice, it can force them into a state of emotional and social tension resulting in lack of self-esteem, self confidence, feeling as though they are not accepted and unworthy. Children who lack confidence and cannot participate in activities with others are more likely to be unable to develop and maintain positive relationships with others. As a result their schoolwork may suffer, they may also become withdrawn and depressed. Prejudice and bigotry are learned at a very young age mainly from parents, other children and other institutions outside of the home environment.
s recent policy and practice failing the needs of BESD childrenIs Recent Policy And Practice Failing The Needs Of Behavioural, Emotional And Social Difficulties (BESD) Students, Therefore Putting Them At Risk Of Social Exclusion? The Special Educational needs agenda in the United Kingdom has made great leaps in the past century. Children experiencing difficulties are no longer seen as imbeciles who are uneducable to individuals who have the same rights to an education as all children, although they may need additional time and resources to be able to achieve this. These children are no longer locked away in special schools or institutions, but are educated alongside their peers wherever possible. However there does seem to be some forgotten children.
Denise Barnes Student Number DEBAR 1751 Unit 2.1 Explain how children and young people’s development is influenced by a range of external factors If a child has a family/home environment which is not stimulating or enriching this will cause the child to fall behind developmentally. Early childhood is the time when the brain develops most intensively. If the child’s parents do not interact or nurture a healthy attachment this will make them fall behind in their development. If they live within a stressful family environment they may experience learning difficulties. Friendships are formed as the child reaches the age of three, these friendships will have an influence on their behaviour and social skills.
These need to be taken into consideration when observing and assessing. If a child that had dyslexia for example at school, they will be allowed additional time for help and additional time to sit tests. In nursery however a child may need an adult to remember to give one instruction at a time. Not understanding the nature of a child’s disability can lead to a practitioner underestimating a child’s ability. | Reliability of information |
Some of the children that will enter our classroom may come from undesirable environments. As early childhood educators it is our responsibility to find strategies that will help those with autism, ADHD, and other environmental issues, to change their challenging behaviors into one that would be more suitable for learning. Children with autism have challenging behavior because their brains deal information in a different way. These children have a hard time learning to take turns and sharing with others. Autistic children are known for self-stimulating behavior such as; flapping of their arms when upset.
Some students just are not mentally prepared for the classroom whether it be because they struggle with social or self-management skills, or because they have a tough home life, they can because a disruption for others so it is essential for the school system to come up with a way to diffuse the maladaptive behavior. Many studies are conducted to test the validity of functional behavioral assessments. One study sought out to
Poor student behaviour is a major problem faced by schools across the globe especially in the western world. This is due to (this can be attributed to) certain sociological and psychological problems that are encountered, while bringing up children. Both parents and teachers should play a responsible role in tackling (handling, solving, dealing with) this problem effectively. Parents today have too many responsibilities, other than (apart from) looking after the affairs of their families, which has resulted in children getting less attention and care. Parents need to inculcate (instill) good values in young children and discipline them at an early age, or else (if not) it would result in disruptive (unruly) behaviour at home and in school.
The importance of early identification of barriers to learning and the provision of early inclusive intervention and appropriate learning support. 1. Introduction Parenting or educating a child with learning barriers may be a daunting task. If the child has not been identified as experiencing a barrier to learning, teachers and parents might mistakenly assume that the child is lazy, demotivated, refuses to listen ,is unwilling to concentrate and uninterested in learning. It may still present a frustrating challenge to parents and teachers who are aware that the child has a barrier to learning, but who do not know how to deal with the situation.