If the child is attempting to explain their work to you, then you must take your time in listening to them because if you begin to interrupt, then this may cause the child to become aggravated and frustrated. Learn to be patient and listen to them until they have finished telling you what they want to tell you. Another important attribute is always give a smile when you see a child. If you show the child that you are friendly and approachable, then you will instantly create a good relationship with the child, which can then be built on. If you appear angry and unfriendly, then the child will try to avoid any contact with you or will just stay quiet when you ask them a question.
Another example would be in the pre-school age, when they have ran into someone by accident and hit them, they know they didn’t mean to do it but to still say sorry for hurting a friend. There is another part of learning and that is social learning this is linked with emotional development, being able to control their emotions and being able to to build socially on this. Being able to have empathy for other and seeing if a friend is sad or happy and being able to adjust their behaviour to suit the situation. A child needs to be able to ‘read’ the faces of others to understand what communication is needed for the time. This is when they can communicate with their friend and adults around them to help a person in need or to join in with games for example.
“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.
When dealing with younger children it is also important to remember that they have shorter concentration spans than of older children and become more restless. Always make sure your approachable and friendly as the child will feel comfortable around you, for instance when a child comes for help/advice on a task or problem don't stand over the child as this may intimidate them, bend down to their level and make eye contact. 1.3: Describe how to deal with disagreements between children and young people. When children are falling out its important to resolve the situation quickly either yourself or another member of staff. For example; the boys on the junior yard where i work always argue over the ball and then come to me for assisatance i first stand and listen to all of the boys involved then i give them the option to play together nicely as it is everybodys yard/ball, if they still do not want to resolve it and the situation escalates i would either confiscate the ball for a short time until they talk it through and resolve it or send them to my supervisor who would then take appropriate steps to deal with the situation.
First, noticing if any children are struggling with otherness is imperative. It is important that an educator be attentive to the children and how they interact. Identifying a child that is being “othered” depends on monitoring their social interactions. Children who isolate themselves from the group and children who require extra assistance are likely targets for “othering”. Once identified the teacher can lessen the potential problem by taking steps to ensure the entire class feel connected to one another.
A staff member may unconsciously or consciously grab a child or drag them in an attempt to get them to perform a particular activity. This mishandling may cause physical harm such as bruises or psychological harm on the child. Thus is against the United Nations Convention on the rights of child 1989, every child matters: change for children (2003) and Human Rights Act 1998 all of which promote the welfare of children and addresses their safety. Under the Independent Safeguarding Authority's (ISA) and Vetting and Barring Scheme all those wishing to work with the children provide an enhanced disclosure which is usually in the form of a CRB check. This is one of the ways that eliminates the possibility of offenders working with the children and safeguards the children against abuse or potential abuse.
If most of the students scoff, eye roll, or additionally demonstrate disrespectful behaviors it would be worthwhile to monitor other classroom interactions between students. Is there an audible disagreement when certain children are assigned to different tables or classroom groups? Noticing reactions during these exercises would also help to identify a child who may be an “other”. Observe recess interactions. Is there a child who seems to always be left out of group play?
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: • If pupils are a danger to themselves and/or others • If you are dealing with a difficult situation on your own • If pupils are not carrying out your instructions • If 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, i.e. biting Other behaviour concerns that should be referred outside of the school are ones that interfere with a child's learning. If the child is destroying property, this would also be an area of concern. Other behaviours that could be of concern and interfere with learning could be attention maintenance, hyperactivity, or severe withdrawal.
Behavioral Support Plans Yoshiko Butler ECE 201 Maya Raimondi August 20, 2012 Behavioral Support Plans Many children are disruptive due to lack of behavioral control. Most negative behaviors are a cry for help. Controlling a child’s behavior benefits everyone including themselves. Many factors contribute to a child’s behavior such as environment, relationships, and bullying. The way a child acts serves as a purpose.
The child may learn how to assert him or herself. The therapy may involve learning to change thoughts or beliefs about the trauma that are not correct or true. For example, after a trauma, a child may start thinking, "the world is totally unsafe." Some may question whether children should be asked to think about and remember events that scared them. However, this type of treatment approach is useful when children are distressed by memories of the trauma.