ELEMENT FOUR

    Cards (37)

    • Understanding and recognizing the stages of development is important for practitioners because they often link to child's behavior and wellbeing.
    • By understanding children's and young people's development, practitioner are able to make sure that what they expect from children and young people is fair.
    • How stages of social development inform behavior:
      • understanding the social norms
      • ability to relate to others and level of empathy
      • special educational needs and disabilities
    • How stages of emotional development may inform behavior:
      • ability to name and regulate own emotions
      • level of maturity
      • special educational needs and disabilities
    • How stages of physical development may inform behavior:
      • development of gross and fine motor skills
      • body changes 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 how we see ourselves.
    • Self esteem - how we behave, how hard we try and how we expect to be treated by others.
    • Three elements that impact the development of children's and young people's self-concept:
      • self image - how you see yourself
      • 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 begin to develop self-awareness.
      > The categorical self: this is also known as self-definition, it is about how children and young people define themselves. Children and young people will begin to compare themselves to others 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 who we are with and where
      • this is part of our social development.
      • learning in educational settings
      • developing impulse control
      • 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 chance to have input
      • setting realistic expectations for behavior
      • safety of all children and young people
      • consistent approach to behavior managing
      • opportunities to celebrate success
      • 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 support and advice
      • sharing information with relevant colleagues to support multi-agency work and early interventions
      • 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 how the words are said.
    • Non-verbal - communication that takes place without words being said.
    • Verbal communication:
      • level of language
      • clarity
      • pause and response time
    • Non-verbal communication:
      • eye contact
      • tone of voice
      • proximity
      • gesture
      • pointing
      • body language
    • Why practitioners need to provide positive approaches to motivate children's and young people's behavior, attainment and achievement:
      • incentive and recognition systems - star charts, marbles in a jar, house points etc.
    • How practitioners use a range of strategies to set clear expectations 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 work out how to improve.
    • 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 own and others' emotions
      • modelling coping skills
      • encouraging physical skills
      • supporting socialization
      • encourage mindfulness
      • encouraging problem solving and supporting reframing challenges in a positive light.
    • mindfulness- a technique of reducing stress that involves acknowledging emotions and sensations.
    • range of strategies to respond to behavior:
      • being fair and consistent
      • focusing on the behavior rather than the individual
      • using language that clarifies expectations
      • encouraging co-regulation
      • providing a calm, safe environment
    • 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:
      • establishing the cause 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 appropriate praise 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 own and others safety when dealing with challenging behavior:
      • following policies and procedures
      • being aware of individuals prior history
      • recognizing triggers and early warning signs
      • assessing likelihood of harm to others.
    • Executive functions begin to develop in young children and continue to develop through teens and into adults.
    • factors that impact child's behavior
      • negativity
      • peer pressure
      • transitions
      • bullying and discrimination
      • mental health
      • social norms
      • age
      • SEND
      • self-image
      • physical sensations
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