WEEK 1 NOTES edu20004

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Swinburne University of Technology *

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Psychology

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Apr 3, 2024

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Week 1: Principles of behaviour guidance Following the overarching questions: - What do we mean by guiding behaviour? - Does being fair mean treating each child exactly the same? - What are the risks of causing trauma and harm with discipline approaches? - What values are important to you in helping to guide young children? - How can early childhood teachers support and guide behaviour, with a strength-based positive approach that minimises harm? Objectives: - Define the principles of behaviour and guidance - Identify Bronfenbrenner’s Ecological Systems Model and how we use this as a guiding structure in this unit - Identify socio-cultural factors that may impact on children’s behaviour 1.3 Our conceptual model (Brofenbrenner-inspired unit diagram) - Brofenbrenner’s Ecological Systems Model views development as influenced by a series of factors, some influencing children more directly than others - Inner ring are factors that influence a child directly within immediate schooling environment - Outer ring are factors that exert their influence more indirectly across the community

1.4 Supporting behaviour - Cannot be certain about why a child (or adult) behaves in a particular way, one thing to be certain of - punishment such as isolation, humiliation, controlling choices and movements, taunting, restraining, shouting, being dismissive and administering physical punishment can cause early childhood trauma that can affect a person their entire life - No place for these responses to children’s behaviour in early childhood education - Behaviour is a socio-cultural construct - What we regard as appropriate and inappropriate will vary, dependent on influences such as; - Societal constructs - including religion, cultural background, geographic location and periods of time - Rules - as constructed by different societies - Tolerance - as individuals we all have different tolerances to different behaviours - Behavioural stages; clear understanding of typical behaviours at different ages and the risk factors that may be present at various developmental stages, no absolute ‘rules’ as each child is unique and develops at their own rate - Behavioural concerns; becomes a concern when it is persistent and/or distracting and cannot be tolerated for a significant length of time, also a concern if it is harmful to the individual, others (physical or emotional) or something deemed anti-social or not acceptable within society. Common behavioural difficulties include whining, tantrums, betime resistance, fighting, biting, kicking, swearing - Behavioural ethics; play an important role throughout this unit, any strategies employed to support and guide behaviour must respect the rights of the child, their family and align with the philosophy of the education setting and NQS 1.5 Practising principles Principles of early childhood education: - Children’s rights, needs and experiences - Children’s capabilities and agency - Respectful interactions and relationships - Recognising diversity and knowing that children are all very different - Understanding trauma, how it occurs and how to support children who experience trauma - An ethic of care - Children as active learners - Holism, where all development is interrelated - Social justice of race, gender, ability, culture - Play - Making learning visible and supporting learning dispositions

Strategies for disciplining children five and under: - Moving away from assumption discipline is needed - Love and affection - Listen to what theyre saying yes to/ something else - Listening to their needs - Cooperating, trusting - Getting their needs met with adults skills - Find out their objections - Don’t praise for getting things right/ can harm self-esteem - Celebrate and congratulate instead of praise Principles of behaviour guidance Seven values: 1. Reciprocal respect: respect between adults and children in the dual senses of treating each other with civility and appreciating each others qualities 2. Equal rights: children have the same rights as adults to get their needs met 3. Unconditionally: children deserve love and affection, regardless of their behaviour and without having to do anything 4. Individuation: acknowledging children’s opinions as separate individuals with their own life, needs, thought, opinions, values and interests 5. Considerateness: instead of teaching children to obey adults, guidance asks children to think how their actions affects others 6. Compassion: guidance believes that children’s behaviours are an attempt to meet their needs. And, instead of judging children or their actions negatively, it assumes that everyone is doing the best we can 7. Leadership: rather than having power over children, guidance exercises power within them, that is the power to govern their own thoughts, decisions, actions and feelings 1.6 Strength-based solutions Focus on the act, not the actor - Focussing attention on understanding a child’s behaviour and not the child themself, you are separating what they are doing from who they are - Focuses the skills required to manage behaviour and minimises words and statements that can be attacking and critical of a childs character that may produce feelings of guilt and shame and lower self-esteem - Offering encouragement that also focuses on the act, not the actor when children are behaving appropriately - Positive reinforcement in this way builds childrens self-confidence - Choose words carefully and keep sentences short and simple - Focus on what you want children to do rather than what not to do

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