Examples Of Normative Behaviour In A Nursery
One strategy employed to manage behaviour within my nursery is distraction. Distraction is used for example if a child is clinging to their parent and does not want them to leave. The mother and child both come into the nursery room and a key worker will get a child involved with an activity for example a puzzle and once the child is focused the mother will be able to leave without the child noticing and having a tantrum or being distressed. This is effective as the child is too busy with an activity to take notice of their mother leaving to cause any problems.
Another strategy used is praise/positive reinforcement; most children seek this from their parents and carers. It is important to ensure the child understands why they are being praised …show more content…
so that they can continue the good behaviour. Children who observe adults giving praise will learn to recognise positive behaviour in others and therefore be able to follow the good behaviour. This is an effective strategy as the adults involved are becoming role models to the children to teach them to behaviour appropriately. This strategy is employed to manage behaviour for example being clear to the child what they have done correct so that once they are praised they will understand why they have been praised and do it again in the future. ‘’ You were a great help at cleaning up the construction area.’’
My role in managing the child’s behaviour is to make clear what is acceptable and what is not acceptable. As children grow older and their communication skills develop it is easier to discuss their behaviour with them. Although the younger children fail to understand why certain behaviour is wrong and why it is right. That is why it is important to use strategies such as praise to make it clear to the children why what they have done is appropriate behaviour.
Normative behaviour is how we expect children to act due to their age and stage of development.
It’s what we find socially acceptable for a child aged 3-5 years it is normal for them to begin to understand the feelings of others and realise their actions may affect other people. They are also beginning to take turns and share with others but can find it challenging. Children at this age ask lots more questions and understand cause and effects. They are also more skilled in dressing, feeding and toileting. They aim to please and over excitement can occur. Experimentation with language can also be seen. Concept of self is the mental images that individuals have about themselves. Its ideas we gradually develop which form our appearances, abilities and personality. At 3-5 years the children are growing so fast and developing in every way as they learn new skills and sharpen old ones, these years are a critical time for successful experiences. Children need to be able to absorb information about how others respond to them in order to confirm how they feel about themselves. This can be done by challenging the children and motivating them to develop further. By becoming more independent the children are intrigued by what they can do and attempt to do
more.
For the age range of the children I observed 3-5, the behaviour shown is within the normative area. During play the children are aware of each others feelings and know when their friend is unhappy and try to help them. They are beginning to take turns between one another but still struggle at times. They are also more skilled in dressing, feeding and tioleting.This behaviour is encouraged within the nursery to ensure the children are at the correct stage for their age as the staff will give the children a warning and explain to them why this behaviour is not acceptable if they are misbehaving, they are also told if they continue to do it they will be placed on time out. When children are placed on time out they are seated away from all the children and toys within the room for 2-3 minutes until the staff speak to them afterwards to make sure the children fully understand why they have been placed on time out. Two theorist of behaviour management which relate to this age range, 3-5, are Skinner and Bandura. Skinner’s theory is reinforcement: skinner found if reinforcement is given immediately, the behaviour is more likely to be repeated and learnt. Using reinforcement to increase acceptable behaviour is more effective than using it for punishment to decrease unacceptable behaviour. It applies to 3-5 year olds because whenever a child does something that is unacceptable behaviour they are taken away from their friends and toys, they are made to sit in time out. This gets reinforced every time a child behaves inappropriately until they learn that the behaviour isn’t acceptable. They also use reinforcement to promote positive behaviour from simple things such as a smile and a sticker when they are sharing and taking turns.
Parents and childcare workers have a massive influence on the child’s behaviour as they are seen as role models for the children, as they work with them every single day. Children copy and learn things from people they see regularly. Parents and childcare workers also set the boundaries for the level of acceptable behaviour from the children. Parents and childcare workers have to work together effectively to ensure that the children behave appropriately as one could be telling them one thing and the other something completely different which will confuse the children as they will not know how to act as they have been told two separate things. Cultural factors have an influence on the child’s behaviour as some cultures find certain behaviour acceptable but others may not. John Bowlby’s theory of attachment can have an influence on children’s behaviour as some cultures believe that children should be brought up by a care giver thats there consistently. According to Bowlby’s theory babies need a to establish a strong bond of attachment with their mother, as it’s the most important bond of the child’s life. Although the biological mother is usually the principal attachment figure, the role can be taken by anyone who consistently behaves in a ''mothering'' or caring way over a consistent period of time. Difficulty bonding at a young age can result in later emotional difficulties, which can cause behavioural problems in children as his case study of the 44 juvenile thieves proved with the children showing signs of delinquency, reduced intelligence, increased aggression, depression, affectionless psychopathy. Rosenthal and Jacobson had a theory which suggested if children are encouraged positively it improved their learning.In their study children who were expected to develop greater than others were labelled as "bloomers". There is a possibility that these children received more attention than others as they were expected to achieve more. This links in with cultural factors as some parents are more encouraging than others, this will affect children’s behaviour as if they are shown praise and encouragement for behaving appropriately they are more likely to act like that again as it will give them self-confidence and build up their self-esteem. On the other hand when they behave inappropriately and get into trouble for it they are missing out on all the pleasant encouragement from their parents as they will soon realize that behaving that way will upset them. Carl Rogers developed a theory on self-esteem, he believed that children who misbehaved or behaved inappropriately was due to their self-esteem. He believes that people who find themselves ‘invaluable’ and ‘unworthy’ are more likely to act out or become totally withdrawn. He believes that every child/person has to be totally accepted for who they are in order for them to achieve full self-esteem. He added that for a person to "grow", that they need to be in an environment that provides them with acceptance and empathy (being listened to and understood).This affects children as a cultural issue because some parents don’t praise their children and recognize what they have achieved. Some parent may also have standards that are too high for their children and putting unnecessary pressure on them as they are expecting better or too much from them. If a child isn’t receiving positive encouragement from their parents it will affect their self-esteem if they are constantly been told they can’t do something or someone else is better: due to this some children may lash out and misbehave in order to get some attention from their parents and to be noticed.
According to my placements policy the strategies they use to use to solve inappropriate behaviour are:
• The children will be spoken to quietly and calmly but firmly. They are given the chance to change their behaviour and are reminded of the behaviour that is expected of them while at nursery. They will also be told what will happen if they are unable to change the behaviour.
• If they do not manage to change their behaviour, they are directed to an alternative activity near or with an adult to take them away from the situation.
• If the behaviour becomes too disruptive or there is children at risk, the child is taken away from the situation and given a short period of time out. This will give them a chance to calm down and for the room to become peaceful again.
These strategies work really well within this nursery especially within in the 3-5 room as the children understand more clearly why their behaviour has been unacceptable, and most don’t have to be placed on time out as they are beginning to understand the feelings of others. In the policy it talks about ways to help children who consistently display problematic behaviour by setting up behaviour strategies with the parents that can be used in nursery and at home so the child has the same rules in and outside of the nursery. These strategies include: Giving praise for positive behaviour such as helping an adult or child.
• Breaking the day or sessions into manageable chunks for the child e.g. until lunch time or snack time and extending this as behaviour improves.
• Praising the child for managing to get through the defined period with no upsets. Tell the child how pleased you are and highlight to them how much nicer it is for them when they are not getting into trouble or having tantrums.
I have seen these strategies taken place with a particular child within this nursery and have found they have been very affective as the child’s behaviour has dramatically improved within a few months of these being in place. In relation to strategies promoting positive behaviour it is basically common sense that if a child does something right and behaves in the right manor that they will be verbally praised. There is also a system called the ‘’star’’ of the room where they receive a certificate for good behaviour and all the children aspire to get one and therefore will behave as good as they can to ensure that they are in with a chance of getting one.
Another strategy used is praise/positive reinforcement; most children seek this from their parents and carers. It is important to ensure the child understands why they are being praised …show more content…
so that they can continue the good behaviour. Children who observe adults giving praise will learn to recognise positive behaviour in others and therefore be able to follow the good behaviour. This is an effective strategy as the adults involved are becoming role models to the children to teach them to behaviour appropriately. This strategy is employed to manage behaviour for example being clear to the child what they have done correct so that once they are praised they will understand why they have been praised and do it again in the future. ‘’ You were a great help at cleaning up the construction area.’’
My role in managing the child’s behaviour is to make clear what is acceptable and what is not acceptable. As children grow older and their communication skills develop it is easier to discuss their behaviour with them. Although the younger children fail to understand why certain behaviour is wrong and why it is right. That is why it is important to use strategies such as praise to make it clear to the children why what they have done is appropriate behaviour.
Normative behaviour is how we expect children to act due to their age and stage of development.
It’s what we find socially acceptable for a child aged 3-5 years it is normal for them to begin to understand the feelings of others and realise their actions may affect other people. They are also beginning to take turns and share with others but can find it challenging. Children at this age ask lots more questions and understand cause and effects. They are also more skilled in dressing, feeding and toileting. They aim to please and over excitement can occur. Experimentation with language can also be seen. Concept of self is the mental images that individuals have about themselves. Its ideas we gradually develop which form our appearances, abilities and personality. At 3-5 years the children are growing so fast and developing in every way as they learn new skills and sharpen old ones, these years are a critical time for successful experiences. Children need to be able to absorb information about how others respond to them in order to confirm how they feel about themselves. This can be done by challenging the children and motivating them to develop further. By becoming more independent the children are intrigued by what they can do and attempt to do
more.
For the age range of the children I observed 3-5, the behaviour shown is within the normative area. During play the children are aware of each others feelings and know when their friend is unhappy and try to help them. They are beginning to take turns between one another but still struggle at times. They are also more skilled in dressing, feeding and tioleting.This behaviour is encouraged within the nursery to ensure the children are at the correct stage for their age as the staff will give the children a warning and explain to them why this behaviour is not acceptable if they are misbehaving, they are also told if they continue to do it they will be placed on time out. When children are placed on time out they are seated away from all the children and toys within the room for 2-3 minutes until the staff speak to them afterwards to make sure the children fully understand why they have been placed on time out. Two theorist of behaviour management which relate to this age range, 3-5, are Skinner and Bandura. Skinner’s theory is reinforcement: skinner found if reinforcement is given immediately, the behaviour is more likely to be repeated and learnt. Using reinforcement to increase acceptable behaviour is more effective than using it for punishment to decrease unacceptable behaviour. It applies to 3-5 year olds because whenever a child does something that is unacceptable behaviour they are taken away from their friends and toys, they are made to sit in time out. This gets reinforced every time a child behaves inappropriately until they learn that the behaviour isn’t acceptable. They also use reinforcement to promote positive behaviour from simple things such as a smile and a sticker when they are sharing and taking turns.
Parents and childcare workers have a massive influence on the child’s behaviour as they are seen as role models for the children, as they work with them every single day. Children copy and learn things from people they see regularly. Parents and childcare workers also set the boundaries for the level of acceptable behaviour from the children. Parents and childcare workers have to work together effectively to ensure that the children behave appropriately as one could be telling them one thing and the other something completely different which will confuse the children as they will not know how to act as they have been told two separate things. Cultural factors have an influence on the child’s behaviour as some cultures find certain behaviour acceptable but others may not. John Bowlby’s theory of attachment can have an influence on children’s behaviour as some cultures believe that children should be brought up by a care giver thats there consistently. According to Bowlby’s theory babies need a to establish a strong bond of attachment with their mother, as it’s the most important bond of the child’s life. Although the biological mother is usually the principal attachment figure, the role can be taken by anyone who consistently behaves in a ''mothering'' or caring way over a consistent period of time. Difficulty bonding at a young age can result in later emotional difficulties, which can cause behavioural problems in children as his case study of the 44 juvenile thieves proved with the children showing signs of delinquency, reduced intelligence, increased aggression, depression, affectionless psychopathy. Rosenthal and Jacobson had a theory which suggested if children are encouraged positively it improved their learning.In their study children who were expected to develop greater than others were labelled as "bloomers". There is a possibility that these children received more attention than others as they were expected to achieve more. This links in with cultural factors as some parents are more encouraging than others, this will affect children’s behaviour as if they are shown praise and encouragement for behaving appropriately they are more likely to act like that again as it will give them self-confidence and build up their self-esteem. On the other hand when they behave inappropriately and get into trouble for it they are missing out on all the pleasant encouragement from their parents as they will soon realize that behaving that way will upset them. Carl Rogers developed a theory on self-esteem, he believed that children who misbehaved or behaved inappropriately was due to their self-esteem. He believes that people who find themselves ‘invaluable’ and ‘unworthy’ are more likely to act out or become totally withdrawn. He believes that every child/person has to be totally accepted for who they are in order for them to achieve full self-esteem. He added that for a person to "grow", that they need to be in an environment that provides them with acceptance and empathy (being listened to and understood).This affects children as a cultural issue because some parents don’t praise their children and recognize what they have achieved. Some parent may also have standards that are too high for their children and putting unnecessary pressure on them as they are expecting better or too much from them. If a child isn’t receiving positive encouragement from their parents it will affect their self-esteem if they are constantly been told they can’t do something or someone else is better: due to this some children may lash out and misbehave in order to get some attention from their parents and to be noticed.
According to my placements policy the strategies they use to use to solve inappropriate behaviour are:
• The children will be spoken to quietly and calmly but firmly. They are given the chance to change their behaviour and are reminded of the behaviour that is expected of them while at nursery. They will also be told what will happen if they are unable to change the behaviour.
• If they do not manage to change their behaviour, they are directed to an alternative activity near or with an adult to take them away from the situation.
• If the behaviour becomes too disruptive or there is children at risk, the child is taken away from the situation and given a short period of time out. This will give them a chance to calm down and for the room to become peaceful again.
These strategies work really well within this nursery especially within in the 3-5 room as the children understand more clearly why their behaviour has been unacceptable, and most don’t have to be placed on time out as they are beginning to understand the feelings of others. In the policy it talks about ways to help children who consistently display problematic behaviour by setting up behaviour strategies with the parents that can be used in nursery and at home so the child has the same rules in and outside of the nursery. These strategies include: Giving praise for positive behaviour such as helping an adult or child.
• Breaking the day or sessions into manageable chunks for the child e.g. until lunch time or snack time and extending this as behaviour improves.
• Praising the child for managing to get through the defined period with no upsets. Tell the child how pleased you are and highlight to them how much nicer it is for them when they are not getting into trouble or having tantrums.
I have seen these strategies taken place with a particular child within this nursery and have found they have been very affective as the child’s behaviour has dramatically improved within a few months of these being in place. In relation to strategies promoting positive behaviour it is basically common sense that if a child does something right and behaves in the right manor that they will be verbally praised. There is also a system called the ‘’star’’ of the room where they receive a certificate for good behaviour and all the children aspire to get one and therefore will behave as good as they can to ensure that they are in with a chance of getting one.