Hi
Helping children to predict consequences is only possible when they are aware of what's expected.
If this performance criteria is being covered by an observation with your assessor maybe think about the information you give to the children to help them make decisions and choices.
The signs, posters, displays, floor stickers, arrows, labels and communicating information - talking, explanations, singing, signing, rhymes, signals in your setting.
Narrating events and specific actions as children play, inviting them to contribute possible predictions eg. 'if xx fills the bucket with water, how far can it be carried'?
Activities and play that promotes working together can help children with sharing, turn taking and waiting - if a child gives another a toy it could be predicted that the recieving child might smile, if a toy is snatched away it could be expected that a child will become upset.
Display poster activities that explore expected actions & behaviour - 'In pre-school we .. try to walk, be kind to each other, find pegs to hang our coats on .. this is good when everyone contributes so that full ownership of putting the rules and boudaries in place is felt and managed by all.
Providing routines and resources that remind us what needs to be done - eg: Hand washing after toilet, before eating, animal handling, possibly messy craft. Signs, posters, soap bottle are again good for visual prompts, as is an adult close by to help reinforce guidance.
Regular opportunities to discuss what everyone feels is good and what they see as hurtful - this is good to do through books, storytimes, third party situations - puppets, shows, role play and ongoing general information, about people who help us, what we like what we don't, what we expect ..
Tone, expression & body language will also play a large part.
Knowing your behavioural policy & procedures for occasions such as biting, hitting, kicking, spitting will enable you to handle and deal with situations appropriately and support the Children by letting them know everything that involves them.
To help more, consider how you predict, recognise and accept consequences and what parts of these experiences you feel are positive and which are negative.
Professional consistency, how you support fairness, challenge discrimination, support children's resilience & well-being will also help their openess with you in discussing predictions - guessing can sometimes be daunting :)
Children's moral development
CCLD NOS 308
Promote children’s well-being and resilience
Level 3 NVQ candidate handbook
Hth
xx
308.2.5
& 
Linear Mode
