Proactive strategies are ways you've already got in place to deal with behaviour. Challenging behaviour can be lots, hitting, kicking, spitting, pulling hair or anything that is aggressive, confrontational and also children that don't want to take part where a teacher thinks they should.
The question asks you to look at whether those strategies work or not, how well that might be or how bad. Mitigate means to make less severe, serious or painful, spreading out the challenging behaviour so staff can deal with what's going on.
I wrote, when supporting positive behaviour it very much depends on the child, their age and existing knowledge of their behaviour as to which method you use.
Reinforcing positive behaviour
is following B.F. Skinner’s theories of positive enforcement. This works as children respond more to positive enforcement than to punishment. Children need not be given a reward each time so making the child strive for a reward but with this appraoch there needs to be a threat of punishment to keep the child from reverting to their old behaviour.
follows bandura’s theories that a child will model or copy behaviour. This works if the child has a good role model but if the child see’s bad behaviour they will copy that too.
Speech, language and communication
covered in unit 097 and 022. By improving the child’s ability to communicate we can help the child’s behaviour. Following management plans which has preventative practice trying to redirect child attention elsewhere. Specific instructions can make it easier for the child to understand the language used. Complex or ambiguous instructions might not be understood, meaning communication needs to be at the age and ability of the child.
– giving positive attention to those who do well can get a child to notice, 'if i behave like that i can get more attention'.
The children help make their own pre-school rules and boundaries
which helps the children remember their behaviour if this is not done then sanctions can happen using the 3 steps or strikes method. This gives children a chance to process what can happen if they don’t think about and change what they are doing wrong and make choices based on that information.
Older children can draw up contracts
with teachers. This helps the child want to improve their behaviour especially if backed up with positive reinforcement. Children are encouraged to reflect on their own behaviour this encourages them to take responsibility for their behaviour this can be useful to focus on the positive behaviour rather than just on negative behaviour this can help children think about what they need to do in the future and about other peoples feelings.
When children start to bully other children or exclude them from playing these needs to be handle quickly children need to understand this is not acceptable behaviour this can be done with the children then and there explaining to the child how they think the other child feels. Then have a discussion over circle time so all the children can learn positive behaviour and not to bully other children. older children needs more in depth material and may need to have specialist support this can help a child over come the problem which has made the child feel they have to bully others.
The use of physical intervention
is a last resort and should only be used if the child is in danger of hurting themselves or others. If in immediate danger staff can react and explain once they are safe. This can upset the child but then the children and staff are safe and no injuries have occurred. This ocassions have to be recorded on paper and parents informed on the same day.
is another approach for young children to distract them from the behaviour they are or about to display.
Promote positive behaviour is in the text handbook for cyp 3.2
page 95 - 104
CYPW unit names: CU1571 - HSC 3045 - Unit 115 - CYPOP 41 - promote positive behaviour