understanding and supporting behaviour

Using the skills, knowledge and understandings you have gained from the discussions, readings and examples in the learning materials, collate three resources and three teaching strategies in response to the following scenarios. The scenarios are designed for each age group and the resources and strategies need to respond to each scenario.

An example of a resource could be an ‘All about me’ book that supports a child’s transition to childcare. Another example could be an app for an iPad and explanation on how this would be used.

The following information provides a guide to the key points to focus on. Collaborative discussion activities based on the scenarios in the relevant weeks will assist you with the preparation and ideation of items for your folio.

In your folio you need to:

• respond to all three scenarios

• align one teaching strategy and one resource for each of the scenarios

• include a descriptive rationale that discusses how the selected resource and strategy can support and understand the behaviours described in the scenario—the rationale needs to make specific links to principles, policies and practices in the learning environment, related to each scenario.

Scenarios

The following table outlines the scenarios you are required to respond to:

Scenarios

Week Topic Scenario

4 Relationship with self

Hunter is 14 months old and has been attending the children’s centre full-time since he was three months of age. He is adored by the education team and his teacher Rachel has been with him since he enrolled, and they have a trusting bond. In the last few weeks, Hunter has started to become frustrated with the other children who range in age from six months to two years of age, including fighting over play materials or getting angry for no apparent reason. This week he has bitten two of the younger infants and his parents and the teaching team are at a loss to know why this is happening as Hunter is happy most of the time. They have tried distracting him with things he likes to do such as playing with balls, moving around the room and playing with trucks, but this does not always work.

5 Relationship with others Alana is 2 years of age and she has been having trouble transitioning into childcare, which she attends two days each week. Alana is an only child and has been transitioning to childcare since her mother returned to work six weeks ago. She’s refusing to eat and sleep while in the setting and she is persistently calling for ‘mama’ or ‘dada’. Her teachers Simon and Lisa observe she plays alongside the other children and appears to have moments where she is happy as she engages with the experiences which are planned for her, especially looking at books, playing with blocks and the sandpit outside.

6 Relationship with curriculum Anh has been enrolled in kindergarten for six months. He has excellent communication skills with adults, numeracy skills and an interest in anything scientific. He is 5 years old and his parents believe he’s gifted. Anh rarely engages with any of the children at kindergarten and he prefers to take part in the learning experiences in isolation as he sits quietly, completing challenging puzzles or Lego sets, similar to what he does at home. His teacher Mia has tried to engage him in several social experiences and is concerned that although Anh has areas of strength, his social skills need to develop, and he refuses to engage with creative and physical activities at all. Anh’s parents are asking Mia for advice about enrolling him in a gifted program early.

Folio scenarios (2020) courtesy of Tracy Young

Folio format

Each item must be clearly labelled with the week number and topic of the scenario. Each scenario must have an accompanying written discussion of approximately 500 words (3 scenarios x 500 words = 1500 words) and include the following:

• One teaching strategy and one resource, rationale, brief links to theory, and in-text citations.

• An explanation of how the resource will assist you to establish and maintain a positive and productive learning environment. Your selection of resources and strategies is assessed through the assignment criteria.

• Some discussion of how the resource adheres to positive models of behaviour management.

• In-text references in APA style (included in the word count). Your folio should include a minimum of six references. Each source cited in text should be recorded in an end-text reference list (not included in the word count).

Your folio format can use:

• dot points and clear headings

• an appendix including additional items that relate to the strategies and resources (not counted in the word count).

Essential readings

Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators (4th ed.). Crows Nest, Australia: Allen & Unwin.

Only use the below references

Week 4 for scenario 1

Bronfenbrenner, U. (1981). The ecology of human development: Experiments by nature and design. Harvard University Press. Proquest Ebook Central. https://ebookcentral.proquest.com/

Education Servies Australia. (2020). Australian student wellbeing framework. Student Wellbeing Hub. https://studentwellbeinghub.edu.au/educators/framework/#/element/a-focus-on-student-wellbeing-and-student-ownership/introduction

First Five Years. (2019, May 8). How to praise and encourage your child – Dr Michael Nagel [Video file]. YouTube. https://www.youtube.com/watch?v=EXUIPcySdUg&feature=youtu.be

Student Wellbeing Hub. (2020). Australian Student Wellbeing Framework. https://studentwellbeinghub.edu.au/educators/framework/#/element/a-focus-on-student-wellbeing-and-student-ownership/introduction

Images

Active play for preschoolers [image]. (2014). Active for Life. https://activeforlife.com/active-play-for-preschoolers/

Powell, S., & Tod, J. (2004). Bronfenbrenner’s Ecological Systems Model [adapted figure] in A systematic review of how theories explain learning behaviour in school contexts. (p. 4): EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. http://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/BM(CCC)_2004review.pdf?ver=2006-03-02-125203-580

Week 5 for scenario 2

Andrew, Y., & Fane, J. (2019). The sociology of early childhood: Young children’s lives and worlds. Routledge. Proquest Ebook Central. https://ebookcentral.proquest.com

State of Victoria (Department of Education and Training). (2018). Understanding children’s behaviour. http://www.education.vic.gov.au/childhood/providers/regulation/Pages/understand_child_behaviour.aspx

Stonehouse, A. (n.d.-a). In their Shoes: Great expectations: Sharing, Melbourne. http://www.in-their-shoes.com.au/scenarios/scenario-four/

Stonehouse, A. (n.d.-b). In their Shoes, Melbourne. http://www.in-their-shoes.com.au/scenarios/scenario-four/

Stonehouse, A. (1981). Ourselves in their Shoes, Melbourne, Lady Gowrie Child Centre Incorporated.

Images

Great expectations for sharing [image]. (n.d.-c). In their shoes. http://www.in-their-shoes.com.au/scenarios/scenario-four/

Powell, S., & Tod, J. (2004). Bronfenbrenner’s Ecological Systems Model [adapted figure]. in A systematic review of how theories explain learning behaviour in school contexts (p. 4). EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. http://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/BM(CCC)_2004review.pdf?ver=2006-03-02-125203-580

Week 6 for scenario 3

Andrew, Y., & Fane, J. (2019). The sociology of early childhood: Young children’s lives and worlds. London and New York: Taylor and Francis Group.

Department of Education and Training (DET). (2019). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia_0.pdf

Touhill, L. (2012). Sustained shared thinking. National Quality Standard Professional Learning Program. enewsletter 43. https://commons.swinburne.edu.au/file/940efdbd-7089-45ac-a06a-6a18e86b8463/1/NQS%20e-Newsletter_no43-2012pp1-4.pdf

Images

Must meet the below marking criteria

High Distinction [HD 80–100%]

To be awarded an HD for this assignment, pre-service teachers must meet all the requirements of the Distinction standard, outlined above, but to a highly sophisticated, precise, mature and insightful standard.

Specifically, this means: • The folio demonstrates a detailed and insightful understanding of how to respond to a range of behaviours through the items you have selected to include and the clear and comprehensive description of what the items are.

• Each item of evidence has synthesised and carefully integrated quotes/paraphrasing/supporting evidence. The rationale discusses how each resource can be related to supporting and understanding behaviour, showing a fluent understanding of behaviours in children and how to respond to them, with sophisticated links to theory, contemporary perspectives and curricula documentation.

• There is evidence of sophisticated reflection on personal and professional practice.

• Across all sections, your writing is concise and logical, with richly integrated ideas that convey meaning and purpose. The use of literature across all sections of the folio demonstrates familiarity with the current field of research and your statements are consistently supported with relevant and recent references.

• Flawless use of APA referencing style is evident and there are no errors in spelling, grammar or punctuation.

Template

EDU20004: Assignment 2

Folio template

Resource 1 Category

Name the resource

Include the resource as a text description, image, or a

hyperlink to the resource

Relationships with self

Resource focus: Individual child

Scenario: Hunter

Rationale (500 words)

Explain your rationale for including this resource in your folio, including:

• the behaviour(s) from the case study this resource aims to address.

• your identification of the behaviour(s), and preventative model(s) of behaviour management,

being reflected in the resource

• an explanation of how the resource will assist you to establish and maintain a safe, supportive

and productive learning environment

• how the resources will be introduced in response to the scenario

• the use of behaviour theory to support your analysis of the principle(s), policy and practice(s)

being reflected in the resource (* note that the theory/theories you draw on must be selected

from those covered in this unit of study)

Page | 2

Resource 2 Category

Name the resource

Include the resource as text, image, or a hyperlink to the

resource

Relationships with others

Resource focus: Parent support

Scenario: Alana

Rationale (500 words)

Explain your rationale for including this resource in your folio, including:

• the behaviour(s) from the case study this resource aims to address.

• your identification of the behaviour(s), and preventative model(s) of behaviour management,

being reflected in the resource

• an explanation of how the resource will assist you to establish and maintain a safe, supportive

and productive learning environment

• how the resources will be introduced in response to the scenario

• the use of behaviour theory to support your analysis of the principle(s), policy and practice(s)

being reflected in the resource (* note that the theory/theories you draw on must be selected from those covered in this unit of study)

Page | 3

Resource 3 Category

Name the resource

Include the resource as text, image, or a hyperlink to the

resource

Relationships with the curriculum

Resource focus: Activity based

Scenario: Anh

Rationale (500 words)

Explain your rationale for including this resource in your folio, including:

• the behaviour(s) from the case study this resource aims to address.

• your identification of the behaviour(s), and preventative model(s) of behaviour management,

being reflected in the resource

• an explanation of how the resource will assist you to establish and maintain a safe, supportive

and productive learning environment

• how the resources will be introduced in response to the scenario

• the use of behaviour theory to support your analysis of the principle(s), policy and practice(s)

being reflected in the resource (* note that the theory/theories you draw on must be selected

from those covered in this unit of study).

Page | 4

References

Tips on how to complete Assignment 2

In this assignment, you will move from identifying behaviours to finding resources to support these behaviours. You will still need to start by identifying and understanding the behaviours present in each case scenario and supporting your reasons with scholarly literature.

Here you have been provided with an example of a resource for a different case scenario about a child named Gerard. Note that this is not an example of the task, but some thinking behind it. You will need to include academic references to support your resource. It’s also worth noting that a resource can be something used by the student or by the teacher separately.

Resource: Creation of a discrete observational chart to try to understand Gerard’s behaviour.

As he is showing signs of giving up and avoidance of reading, it is important to be sure that there is not something else causing this behaviour for Gerard. Given his age, it would be wise to ask his Mum if she has noticed anything different with his reading at home or any other changes. Comparing the observational chart with his Mum’s comments, a choice needs to be made about what the next stage of intervention may be. Ideas include:

• asking Gerard what is happening when he is reading in front of the class and coming up with solutions to help him feel more confident to read in front of others;

• creating a reminder cue so that he remembers to take his readers home and

• continue to observe his reading behaviour and tendency to avoid tasks as a potential learning habit which could escalate.

This overall approach reflects an understanding of self-esteem issues and being aware of any other issues which Gerard may be facing. Involving but not alerting his mother provides further information and gives his parents the chance to make observations at home in relation to his reading too. It may be a simple solution to remind him to take his books home and practice reading out aloud. This is the easy way to assist Gerard and his early signs of learning disengagement for certain tasks.

It is important that you do not simply list a resource. This assignment is designed for you to think critically about the behaviour described in the scenario and what resource you would develop in response in a classroom setting. Further, a resource, which shifts responsibility or looks for a ‘quick x’

solution (such as funding or sending the student to the Principal) is something eLAs don’t want to see.

In the past, students have slipped up in the following areas, you might like to consider these tips:

Addressing the academic

• The resource you choose should target the underlying behaviour, not the academic side, e.g. We do not want to see a reading resource for Gerard rather one that targets his sense of worth.

Describing the theory in detail

• You only have around 500 words per scenario for the assignment. You do not need to explain the theory in this assignment. Simply state which one it is and how it applies to your scenario/resource.

Long description of resource

• Again, you do not have a lot of words to play with. Keep your description of the resource brief.

Resource too simplistic

• At this level eLAs do not want to see simplistic resources such as reward or sticker charts, applications for funding etc. The emphasis is how are you going to address this behaviour (reduce its occurrence in the future- preventative).

Reading into the scenario

• Stick with the information you have been given in each scenario. Do not try and extrapolate extra information or presume detail that isn’t there. The scenarios are brief but contain enough information (alongside the related readings and learning materials) to choose resources and complete this assignment.

Forgetting to relate to the weekly focus

• Look at the focus for each week when choosing your resource i.e. Relationship with self, others etc. This, along with the learning materials, should help you choose an appropriate resource.

Structure

• This assignment is not an essay. Each section needs to be written separately. The folio needs to be professional and usable in the industry so third person is required.

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