- Internal Code :
- Subject Code : CHCECE007
- University : Victoria University
- Subject Name : Management
Develop Positive and Respectful Relationships with Children - Answer 1
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Document |
Relevance to positive and respectful relationship building |
Activity to enhance learning in children |
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a) United Nation’ Convention of the rights of the child |
Every child has the right to be protected against violence, abuse or neglect (UNCRC, n.d.) |
Involving conversations regarding the families with children, their routines, and events to identify the relationship of each child with their parent and to recognize any cause or occurrence of neglect. |
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b) Workplace Policy Manual |
Positive workplace intervention |
Encouraging children to voice their opinions and express their thoughts and feelings to understand their psych-ology. |
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c) Early Years Learning Framework |
Focus area 1: development of strong and respectful relationships with the educators, peers to form positive identities (Fox & Diezmann, 2017) |
By developing a positive dialogue between students and encouraging positive self-talk. |
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d) The National Quality Standards |
QA2: Incorporating strategies for the holistic development of the child which encompasses physical, emotional, and mental well-being (Christiansen et al., 2018)). |
Ensuring that the student does not develop any kind of mental stress, and all his physical, emotional as well as mental needs have been met. |
Develop Positive and Respectful Relationships with Children - Answer 2
The behavior management policy helps in enhancing the social skill of the students. It encompasses factors that help in developing self-confidence, self-esteem, mutual respect, and encouragement for achieving goals while establishing a healthy relationship with themselves, their peers, and educators (Raban & Kilderry, 2019). The behavioral management practices in the current workplace include recognizing and cultural differences within the classroom and respecting the social backgrounds of each other to maintain a healthy and positive environment; encouraging children to take responsibilities for their actions, followed by suitable consequences or actions which have an impact on their behavior and cause positive reformation (Richardson, 2018). Guidelines for playful activities include non-violent games or games which require close physical contact to reduce the risk of causing physical harm; no personal toys are allowed to be carried in the school. Adequate staffing of educators and other carers to ensure surveillance between the duty of care from 8.30 am to 3.30 pm. The behavioral management examples are explained with the scenarios mentioned below:
As the educator, I would engage the child into some other play, drawing away from his attention from the sand and encouraging the child to learn other playful activities.
- Non-verbal communication for positive development: Waving at the child and welcoming the child to play on a see-saw nearby (Nash, Schlösser & Scarr, 2016).
- Verbal communication for fostering positive development: Calling out all the children and explaining them to keep their hands clean and not to play in the sand and be careful that they do not touch each other with dirty hands.
According to the behavior management theory, it is important to maintain a calm attitude when dealing with aggressive children. Try to understand what triggers the violent behavior of the child. In the present scenario, the child must have aggression because he has been manhandled by his parents for not washing his hands. The pent-up frustration which he could not take out on his parents is being taken out in school.
- Non-verbal communication for positive relationship building: Ignoring the child for a prolonged period, to make him reflect the cause of the action. (Sackville-Ford, 2018)
- Verbal communication for positive relationship building: Teaching by experiment. It is always effective to teach the whole class regarding the importance of keeping the hands clean both before and after having lunch. The experiment should be conducted in a playful manner using a Petri dish and microscope which enables them to view the germs on the surface of their hands, both before and after hand wash. The experiment should be conducted playfully instead of taking a strict action towards the single child which may further exaggerate the aggressive behavior.
The time of parental separation can have a very negative impact on the child's mental and emotional well-being. According to the theory of Bronfenbrenner, the immediate of the child plays a vital role in shaping the mental blueprint of a child in the initial five years of his or her development (Shelton, 2018). In the case scenario, the child is faced with emotions of loneliness, and lack of love and attention from his parents causing aggression as attention-seeking behavior.
- Nonverbal communication: Giving hugs to the child to improve the feeling of self-love and self-esteem and to boost the morale of the child. (Raban, & Kilderry, 2019)
- Verbal communication: Talking to the child about his thoughts and feelings and being the child's friend, assuring that he is not alone.
- Nonverbal communication: Ignoring the repetitive behavior of the child. Not paying attention to his hat will make the child lose interest in it.
Give complete attention to the child. I would encourage the child to express how he felt, did he feel pain, is he angry, does he wish to hurt back the child who hit him. After listening to him thoroughly and understanding the complete situation, I would encourage the child to forgive him and would explain to him that I would take strict action towards the child who had hit him and he would apologize for his behavior. Behavior management focuses on positive resolutions of the conflicts among children. It is also necessary to take strict action whenever required to discourage violent activities in children (Rose et al., 2018).
Develop Positive and Respectful Relationships with Children - Answer 3
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Potential areas of stress |
Recommendations as an educator |
Example of implementation of stress-reducing strategies in the learning environment. |
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a) Environmental space: Home environment, relationship with the family members; school environment |
To encourage activities which include the participation of parent and child to enhance the ability of the parents to understand the child in a much better way. It also helps in developing an increased sense of belongingness and confidence in the child (Cranley et al., 2018.) |
Parent-child games day; assigning home tasks which include the active participation of parents. |
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b) Routines Time management |
Developing hobbies that enhance learning and development of a child's personality. |
Teaching arts, music, learning new skills such as a musical instrument in school. Participating in school drama. Every child has a unique set of talents and a unique way of expressing it. It is the duty of the educator as well as the parents to work collaboratively to provide an environment in which the child can reach his true potential (Williams, 2018). |
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c) Resources Poor socioeconomic status; inadequate facilities. |
Lack of resources causes hindrance in the development process of children. It causes poor self-esteem and lack of confidence as compared to children who have access to more facilities. |
Free summer camps for children |
References for Develop Positive and Respectful Relationships with Children
Cranley, L., Johnson, G., Robinson, C., & O'Connor, D. (2018). Belonging, being, and becoming active citizens. Asia Pacific Journal of Advanced Business and Social Studies, 4(1).
Christiansen, A., Hannan, S., Anderson, K., Coxon, L., & Fargher, D. (2018). Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies. Journal of Outdoor and Environmental Education, 21(1), 61-75.
Fox, J. L., & Diezmann, C. M. (2017). The Australian early years learning framework and ICT: a part of life or apart from life?. Contemporary issues and challenges in early childhood education in the Asia-Pacific region (pp. 143-163). Springer, Singapore.
Nash, P., Schlösser, A., & Scarr, T. (2016). Teachers' perceptions of disruptive behavior in schools: a psychological perspective. Emotional and Behavioural Difficulties, 21(2), 167-180.
Raban, B., & Kilderry, A. (2019). The development of early childhood education and care in Australia. Education Journal, 47(2), 23-40.
Richardson, C. (2018). Communicating family diversity and celebrations. Every Child, 24(3), 4.
Rose, J., Stanforth, A., Gilmore, G., & Bevan-Brown, J. (2018). “You have to do something beyond containing”: developing inclusive systems in a partnership of primary schools. Emotional and Behavioural Difficulties, 23(3), 270-283.
Sackville-Ford, M. (2018). How might we frame ‘behavior'in primary schools. Primary Teaching: Learning and Teaching in Primary Schools Today. London: Learning Matters, 243-260.
Shelton, L. (2018). The Bronfenbrenner primer: A guide to develecology. Routledge, Singapore.
UNCRC, (n.d.). An International Agreement for Child’s Rights. Retrieved from https://www.savethechildren.org.uk/what-we-do/childrens-rights/united-nations-convention-of-the-rights-of-the-child
Williams, L. (2018). Positive Behaviour Management in Primary Schools: An Essential Guide. Jessica Kingsley Publishers, USA.
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