Q1. To determine children's behaviour and to develop strategies that support inclusion educators must consider

• National Quality Standards: Quality areas 5 and 6
• Early Childhood Australia Code of Ethics
• United Nations Conventions on the Rights of the Child

Explain how each of these requirements influence decisions about behaviour in an early childhood education and care service setting.

Q2. List five points educators should address when collaborating with colleagues about expectations surrounding positive and respectful behaviour.

Q3. Provide a brief explanation of the following theorists and their theories on behaviourTheorists

• Gartrell (2004) - Mistaken behaviour
• Porter (2003) - Inconsiderate behaviour
• Mathieson and Raban - The environment

Q4. For each of the following goals relating to social development and emotional wellbeing, identify a prosocial skill that could be developed with the appropriate support for the child.

Goals

• Developing positive relationships
• Learning to get along with others
• Managing and expressing feelings in a socially and culturally appropriate manner
• Enhancing skills for independence
• Building confidence
• Developing a sense of community

Q5. Provide an example of a child's behaviour to each of the dimensions of temperament.

• Sociability
• Reactivity
• Persistence

Q6. Provide an example of a pattern of behaviour for the following triggers.

• Routine transitions
• Frustration
• Lack of one-on-one time with educator or demands of sharing the educator with others
• Factors in the physical environment
• Being required to be sedentary for a long period
• Unclear or inconsistent educator expectations

Q7. Drawing on knowledge of child development, explain why each of the following principles supports the development of pro-social behaviours in young children.

Principle: Behaviour limits/rules will be kept to a minimum

Principle: Children will be told what they are required to do rather than what not do

Principle: Where it is age-appropriate, children will be reminded of the reason for required behaviour and simp0le behaviour consequences

Principle: Educators take time to build relationships with the children in their care.

Principle: Risk and challenges are planned for the children's environment

Q8. Read each scenario and list three ways which the educator's response reflects the application of child development knowledge. Please ensure that for each response you use the scenario number as a subheading.

Scenario:

Scenario 1

Two-year old Maddie is tired. She is playing alone with two teddies, pretending to give them a drink from a teacup. Two-year old Aiden approaches and attempts to take one of the teddies. Maddie snatches the teddy back and hits Aiden. Both children are crying.

Educator Tom: 'Oh dear what's happened? Aiden, are you OK?'

Tom kneels down and puts his arms around both children.

'Aiden, Maddie was playing with the teddy. How about I find you another teddy.'

'Maddie, remember we don't hit our friends. We use our words.'

Scenario 2

Five-year-olds Layla and Cassie are the best of friends and worst of enemies! They are sitting together drawing fairies.

Layla: 'I'm gunna get some glitter and stick on my fairy.'

Cassie: 'Yeah me too. That's a good idea!'

Layla: 'No! It's my idea and you can't copy. You have to think of your own idea.'

Cassie: 'I can if I want to. It's not your glitter it belongs to the preschool.'

Layla: 'Well you're a copycat. Copycat, copycat, copycat!'

Cassie: 'Stop saying that! You're not my friend anymore Layla.'

Cassie reaches over and scrunches Layla's drawing. Layla retaliates by scribbling on Cassie's drawing.'

Educator Eden sits down at the table. 'Girls I can see you're fighting and you're both upset. What can we do to make things better?'

Cassie and Layla both begin to tell on each other. Eden intervenes: 'Well how about we think of a way that you can both start over and be friends again. What could you do?' Eden waits for the girls to respond.

Cassie: 'We could say sorry to each other.'

Eden: 'Great idea Cassie. When you have both said sorry, I could get you a big sheet of paper that you could both share and draw on together. What do you think?

Cassie and Layla: 'Yeah that's a good idea'.

Scenario 3

20-month-old Thomas and 18-month-old Zahir are playing in the sandpit. Thomas is pushing a truck through the sand and Zahir is patting wet sand with her hands. Zahir stands and shakes the wet sand from her hands. Some of the sand flicks on to Thomas' face. He looks up and screams. He pushes Zahir and she falls backward, stunned but not hurt. She begins to cry.

Educator Georgia approaches. 'Uh-oh!' It looks like something has happened.' Georgia helps Zahir to stand up, gives her a cuddle and then turns to Thomas. 'Close your eyes Thomas and I'll brush the sand from your face.'

Georgia then remains in the sandpit with the children. 'Zahir, let's make a road for Thomas's truck. Would you like that Thomas?' Thomas smiles and nods.

Scenario 4

Three-year-olds Luca and Chad are busily playing with the train set. Each child has an engine and two carriages. Luca and Chad have managed to put some of the track together but the track does not form a continuous loop. This means that when the end of the track is reached the boys must turn their trains around to move back along the track. Luca moves his train along the track quickly while Chad likes to take his time, stopping his train so that passengers can board. Luca's train is now on a collision course with Chad's train.

Luca: 'Look out Chad, we're gunna crash!'

Chad: 'No Luca! You go back!'

Luca: 'No, I'm gunna crash into your train. Here I come.'

Luca ploughs his train into Chad's train, tipping it over and off the track. Luca then continues along the track at a fast pace.

Chad: 'Luca look what you did! I'm telling on you!'

Chad goes to educator Adam: 'Adam, Luca crashed my train off the track and didn't even say sorry.'

Adam: 'What would you like me to do to help Chad?'

Chad: 'Tell him he's naughty and to stop.'

Adam: 'Let's go and talk to Luca.

Hi Luca, Chad is upset with you.

Chad you tell Luca why you're upset.'

Chad: 'Because you crashed into my train and made it fall off the track.'

Adam: 'I wonder what we could do so that doesn't happen again.'

Luca: 'I don't know. Sorry Chad.'

Adam: 'I'm pleased you said sorry to Chad. How about we join all of the track together and then you won't have to stop and turn around.'

Luca: 'Yeah'

Chad: 'Can you help us?'

Adam: 'Sure, we'll build it together.'

Scenario: Freddy (four years) and Dane (four years and five months) are playing with dinosaurs in the dry riverbed. They have moved gravel, sand and rocks to create hills and have added a dish of water. Kei (four years and three months) approaches and begins to play with the dinosaurs.

Freddy: "No Kei, we're playing with the dinosaurs. You can't have them. Give it back!"

Kei: "I can play too."

Dane: "Go away Kei, we don't want you to play with us. You're not our friend!"

Kei takes another two dinosaurs, runs off and throws them into the back garden.

Freddy and Dane chase him and the argument escalates.

The educator asks the boys to sit down and explain what happened.

Q9. What are the rights of the children in this play situation?

Q10. Should the educator insist on Kei being able to join in the play with Freddy and Dane?Explain answer.

Q11. What might the educator say to Kei about throwing the dinosaurs into the garden?

Q12. Culturally responsive behaviour management requires educators to reflect on their practices.

List the three principles that Leverson et al. (2019) suggest can be considered to address any cultural differences in approaches to behaviour management.

Scenario: Room rules

The educators at Blue Bay Early Learning Centre have been reflecting on Quality Area 5 and examining their practices on guiding children's behaviour in relation to current and emerging theory and research. The educators review the services policy and procedures used to guide the curriculum.

Discussion highlights the difference in educator perspectives on child behaviour and room rules. Some educators like a 'loud and busy room as it shows the children are actively engaged', another comment focused on the need for a 'calm and restful environment as some children in their room react with stress if it's not quiet'.

The educational leader guides a discussion on three core values from the service philosophy which will be used by each room team to develop room rules. The three core values are:

We take care of ourselves.

We take care of each other.

We take care of our things.

Q13. How will using the three core values assist educators to ensure consistency in setting and applying limits with the children?

Q14. Describe how you would discuss the three core values with the children.

Q15. For each core value list two points that you could raise in discussion with the children in the preschool room (children aged 3-5years).

Scenario: Jacek

Marco, Jacek, Ava and Emily (4.6yrs) are playing with dinosaurs and small figures in the dry riverbed which contains gravel and small to medium sized rocks. Educator Ellen hears yelling and looks over to see that Jacek is standing on a large boulder throwing gravel and small rocks at the other children. Ellen runs towards the children calmly calling out: 'Jacek: Stop! Put the rocks down'. Jacek looks at Ellen and throws a final handful of gravel at the children. He then runs off and climbs to the top of the large climbing frame. When Ellen reaches the riverbed she doesn't ask the other children about the incident but instead checks that they are uninjured. Ellen calls another educator to attend to the children and then walks over to where Jacek is sitting on top of the climbing frame.

Ellen: 'Jacek, please come down so that we can talk about what just happened.'

Jacek: 'No! You can't make me!'

Ellen: 'When you come down we will talk.' Ellen walks away but keeps a watchful eye on Jacek.

Twenty minutes later when the children come inside, Ellen takes Jacek aside to a private space. He has calmed down and appears ready to talk.

Ellen: 'Jacek I was very concerned for the other children when I saw you throwing rocks and gravel. Someone could have been badly hurt.'

'Tell me how you were feeling when you were throwing the rocks.'

Ellen listens to Jacek tell her that the other children were being mean to him.

Ellen: 'Jacek, when you got angry with the other children what else could you have done instead of throwing rocks?'

Q16. Identify the strategies used by the educator to quickly respond to a potentially dangerous situation.

Q17. Why did Ellen choose not to ask the other children about the incident?

Q18. Explain why Ellen chose not to insist that Jacek get down from the climbing frame but instead walked away.

Q19. Comment on the effectiveness of Ellen's opening statement to Jacek when they sat down to talk.

Q20. Ellen did not ask Jacek why he threw the rocks, instead she asked him how he was feeling when he was throwing the rocks. Explain why Ellen chose to focus on how Jacek was feeling.

Q21. Explain why Ellen asked Jacek what else he could have done rather than throwing rocks.

Q22. Describe the circumstances under which educators are required to notify the Department of Child Protection. Give examples of situations and signs that could warrant this call.

Q23. Explain how an educator can use critical reflection to examine how their values and experiences influence their perspectives about children's behaviour.