Give the meaning of: unambiguous directions, Limited choices,Defined boundries.

[Daisy Flowers]

Give the meaning of: unambiguous directions, Limited choices,Defined boundries. My answer is unambiguous directions means: Something that is clear and straight forward; leaving no room for misinterpretation. Limited choices: Only a few to choose from. Defined boundaries: A learning of what you can and can't do. Just want to know if i'm on the right track and is there any more to add to these and also;Why are these important to responses to behaviour? it relate to the above answers. Need help to finish off this one. Thanks.i'm so frustrated.

[Heidi]

Originally Posted by Daisy Johnson

Give the meaning of: unambiguous directions, Limited choices,Defined boundries. My answer is unambiguous directions means: Something that is clear and straight forward; leaving no room for misinterpretation. Limited choices: Only a few to choose from. Defined boundaries: A learning of what you can and can't do. Just want to know if i'm on the right track and is there any more to add to these and also;Why are these important to responses to behaviour? it relate to the above answers. Need help to finish off this one. Thanks.i'm so frustrated.

Yes, you are on the right track, but your assessor will probably want you to give examples and say (in your own words) whether you feel, or your setting practises these rigidly - if so, why? or if not why? so she can see you understand the unit rather than give a 'dictionary' definition of the word.

Where or why would you (or you setting) have defined boundaries and why? perhaps you may quote your policy and practice of child protection - a defined boundary with unambigous procedures -so there is no doubt in anyone's mind what to do and who to contact etc. There is no leeway, it is what it is.

Limited choices - your setting may not have an outside play area, but you have a park that you visit when possible. In this case you have limited choice (not of your own choosing, it is imposed on your setting) but you are using an alternative and trying to provide for the children; so this is an understanable limited choice.

If limited choice at your setting meant only 3 pots or colours of paint for a painting activity - would this be deemed a reasonable limited choice?
Why can't there be more colours or pots for the children to have choice?
Is it because you have limited funds? or is it because you have a practitioner who doesn't like mess and/or washing the pots up?
Both of these reasons are not good enough and need to be addressed.

You may have defined boundaries on such matters such as behaviour, but you may 'loosen' your behaviour management strategy if you are dealing with a special needs child or a younger child as they learn all about your setting and expectations (or whether a sen child will ever be able to, so you will always make alowances and adapt for a child's individua needs). You may have procedures in a nursery where the children all sit down for lunch, but for a sen or new/younger child you understand they do not want to sit down with others and so you 'relax' your procedure (they may well soon want to sit and socialise witht eh other children as they become more settled).

With all defintions/expectations of procedures there may be other factors that makes your child or setting unique, hence why we are all 'dfifferent' whilst delivering the same curriculum. Your setting's policies and procedures will probably help you more than my suggestions as they will be tailored made for you setting.

[Daisy Flowers]

anyone with any more ideas are welcome please! unambiguous directions,limited choices, defined boundries for children. Why are these important responses to behaviour?

[Heidi]

Originally Posted by Daisy Flowers

anyone with any more ideas are welcome please! unambiguous directions,limited choices, defined boundries for children. Why are these important responses to behaviour?

The examples are not meant to do your work, but to help guide you and get you thinking. If you think they are ambiguous and you still don't understand, it may help you understand how important it is to give children unambiguous directions - clear, concise with no worry or misinterpretation - what would happen if a child still misunderstood and did something they weren't suppose to do?

What would be the consequences?

Why are these important responses to behaviour for children?

Because, they may hurt or harm themselves. So if I child said " May I play over there?" and you knew there to be a danger over there ( a pond).

You would give an unabiguous answer of " No, there is a pond over there, it is very deep, we don't want you falling it with no one to get you out, so you should only go to look at the tadpoles with an adult".

These (your) important responses (to their questions or behaviour) will help a child's behaviour and learning. They have been told about the danger in clear, concise unambiguous terms and know not to go to the pond without an adult. They have also been told the consequences, and that is why you have given them an unambigious answer - so they are in no doubt.


So if any child asks you questions your responses are important for them to understand and learn.

My examples were from an adult perspective, but you can adapt or turn them around to help you.

Some of us are teachers, lecturers and assessors and it wouldn't help you in the long run, if we did the thinking and the work for you.

[Daisy Flowers]

can someone point me in the right direction with a book that will help me more.thanks very much for your guidance.

[Ruthierhyme]

Hi, I'm not sure this will help but your original definitions are really good.

Umbiguous directions: in practice this means don't be vaugue, be clear. Know what your saying and why.
Your definition for this is the same - think when you'd apply it in work.

Limited choices: giving choices opens options.

Defined boundries: this enables everyone to know where they stand and why. In practice this can be your setting's policies and procedures. It can also be the rules or expectations that are in place.

These three areas join up to help promote positive behaviour or support the transitions between negative and positive behaviour.

The few preview pages available in this book may help - scroll to page 446

I do hope this helps a little more.

[rak]

what unit is this guys??????