Understanding and recognizing the stages of development is important for practitioners because they often link to child'sbehavior and wellbeing.
By understanding children's and young people's development, practitioner are able to make sure that whattheyexpect from children and young people is fair.
How stages of social development inform behavior:
understanding the social norms
ability to relate to others and levelofempathy
special educational needs and disabilities
How stages of emotional development may inform behavior:
ability to name and regulateownemotions
level of maturity
special educational needs and disabilities
How stages of physical development may inform behavior:
development of gross and fine motor skills
bodychanges as a result of puberty
Individual factors that may influence behavior:
self-esteem
SEND
age
Environmental factors that may influence behavior:
culture and religious beliefs
care history
family circumstances
Educational factors that may influence behavior:
Bullying and discrimination
Peer relationships
Relationships between children and young people and practitioners
Factors that affect child's behavior:
tiredness and hunger
stress / anxiety
changes to routine
planned or unplanned transition
safeguarding needs
attachment and emotional security
Self-esteem is the way how we value ourselves.
Self-contact is howweseeourselves.
Self esteem - how we behave, how hard we try and howweexpecttobetreatedbyothers.
Three elements that impact the development of children's and young people's self-concept:
self image - how you seeyourself
self-esteem - how you value yourself
ideal self - how you would like to be
How children and young people develop self-concept:
self-concept develops over time
> The existential self: very early on, babies become aware of themselves and realize they are separate to parents or careers. They begin to realize that they have an impact and begintodevelopself-awareness.
> The categorical self: this is also known as self-definition, it is about how children and young people definethemselves. Children and young people will begin to comparethemselvestoothers and change.
The possible impact of positive and negative self-concept:
behavior
cognition
social and emotional development
Why children and young people must know how to adapt behavior to different social contexts:
> how we need to behave depends on whowearewithandwhere
this is part of our socialdevelopment.
learning in educational settings
developingimpulsecontrol
conforming to social norms
making friends and maintaining friendships.
Impulse control - the ability to self-regulate.
Social norms - expectations and ways of behaving.
The importance of setting and following behavior management policy and processes.
clarifying the expected standard of behavior
giving children and young people a chancetohaveinput
setting realisticexpectations for behavior
safety of all children and young people
consistent approach to behavior managing
opportunities to celebratesuccess
fairness is how children or young people are rewarded and sanctioned.
How home, family circumstances and care history can effect behavior:
parental expectations
history and consistency of care
culture and community
adult and child or young person's relationships and interactions
How practioniers can use information about indivudals' home, family and care circumstances to deal with unwanted behaviour
working with parents/careers to help them find supportandadvice
sharing information with relevant colleagues to supportmulti-agencywork and earlyinterventions
supporting individuals through planned and unplanned transitions
informing a behavior management plan
setting and monitoring individual behavior targets
Verbal - the use of words as well as howthewordsaresaid.
Non-verbal - communication that takes place withoutwordsbeingsaid.
Verbal communication:
leveloflanguage
clarity
pause and response time
Non-verbal communication:
eyecontact
tone of voice
proximity
gesture
pointing
bodylanguage
Why practitioners need to provide positive approaches to motivate children's and young people's behavior, attainment and achievement:
incentive and recognitionsystems - star charts, marbles in a jar, house points etc.
How practitioners use a range of strategies to setclearexpectations of behavior:
establishing a structured approach
setting age and stage-appropriate ground rules and boundaries
acting fairly and consistently
modelling appropriate behavior
positive reinforcement
formative feedback - verbal or written information that helps children or young people workouthowtoimprove.
range of strategies to develop self-regulation and resilience:
playing games/interactive sessions that encourage turn taking and impulse control
sharing stories that encourage reflection on ownandothers'emotions
modelling coping skills
encouraging physical skills
supportingsocialization
encourage mindfulness
encouraging problem solving and supporting reframing challenges in a positive light.
mindfulness- a technique of reducing stress that involves acknowledging emotionsandsensations.
range of strategies to respond to behavior:
being fair and consistent
focusingonthebehavior rather than the individual
using language that clarifies expectations
encouraging co-regulation
providing a calm, safeenvironment
Implications of the behavioral signs a child may display:
regression
withdrawal
attention-seeking
self-damaging behavior
distress
acting out of character
depression, anxiety
Approaches to the management of inappropriate behavior:
establishingthecause of the behavior
involving children in setting rules and boundaries
collaborative problem solving
clarifying expectations on an ongoing basis
encouraging self-regulation.
Range of strategies to motivate children to test and stretch their skills and abilities:
age and stage appropriatepraise and encouragement
involving parents/careers as part of a whole setting approach
giving individuals a role/responsibility
encouraging self-reflection
rewarding effort and success
celebrate mistakes as learning opportunities.
How practitioners assess risks to their ownandotherssafety when dealing with challenging behavior:
following policies and procedures
being aware of individuals prior history
recognizingtriggers and earlywarningsigns
assessing likelihood of harm to others.
Executive functions begin to develop in young children and continue to develop through teens and into adults.