Child Development Theories

In preparation for managing child D’s behaviour, I am going to ask my supervisor for the behaviour policy. I will then use this same policy to help me understand how managing behaviour is being approached in my setting. I will also use it set behaviour goals for child D, who is 3years old. The behaviour goals for Child D are: * To play alongside other children * To say please and Thank you * To share Toys and Food with other children * Be Kind to each other * Listen to your Teacher On the 1st of February, I arrived at the placement at 8am with a very positive attitude, believing that child D was going to achieve her behaviour goals.

I was going to help child to achieve this at lunch time, by not to disrupt other children and stay seated at the table I then said to child D on day 1 “are you going to eat you’re your food nicely like the other children? ” I then watched child D throughout lunchtime, and when child D and when child D was nearly finished I said to him, oh child D you are a very good boy, if you finish your food and stay seated like you have been doing, im going to let you play with any toy of your choice”.

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Child D then smiled at me and asked if he could have his buzz lightyear and woody, I smiled at him and said yes child D you can play with anything you like. Child D then smiled at me and watched me and signalled me when he had finished his food. I gave child D a hug and told him when is playtime you can have buzz lightyear and woody. On the second day I praised child D for sharing his toys and for saying “please” and “thank you” when reminded.

This goal was actually meant at snack time, another member of staff was giving out snack, I also helped the staff to give out the snacks, as I got to child D and he said “tench tou” I then praised child D with a big smile “you a very good boy I will make sure I tell mummy you have been a really good boy”.

On the third day of placement I went into the nursery with a very positive attitude smiling with all the children and making sure they had a really nice weekend, I wanted to see if child D was able to carry out some certain instructions such as “can u find your coat? the children were just about to get ready to go to the garden to play with the snow, so I told child D to find his coat so he found his coat and showed it to me and I praised him and was delighted he got his coat all by himself so I decided to tell his key person and she praised him too, he looks happy and very delighted. On the fourth day I attended the nursery again with a positive attitude, hoping to that child D was going to show more wanted behaviours, child D was playing with the toys on the carpet, and saw another child playing with a different toy, and child D snatches it off the other child, which made the other child really upset.

I then looked at child D , and child D looked at me and looked right away because he didn’t want to give the toy back, so I didn’t stop staring at him so he then gave the child back the toy and was really upset about it and said “there you go but my I have it later” and came right up to me to give me a cuddle, I hugged him and said good boy child D, that was a very good behaviour, but he still didn’t look happy so I said to him he could play with his buzz lightyear and he smiled and looked really happy.

My aim was for child D was to see if child D followed the behaviour policy. I was intending to do this using self-fulfilling prophecy and positive and sensitive support. I also used a lot praises to show that what he’s doing is being acknowledged. This helped child D in so many ways and to show wanted behaviour because he knew he was going to be rewarded, so this encouraged him to show wanted behaviours. This links back to the theory of self-fulfilling prophecy, whereas if I have a positive attitude on a child, they are more likely to behave in the same manner.

When I told child D he could play with his buzz lightyear or tell his mum he has been a very good boy when he showed wanted behaviours, for example he got so excited while sitted at the table and told child F “im going to with buzz” with a very big smile on his face. Furthermore child D reached most of her goals, and showed wanted behaviour throughout my observation, I believe this was because I used positive and sensitive support, as well as self fulfilling prophecy.

Although I didn’t use skinner theory which was the reward charts, I believe it would have been very helpful and would have worked extremely well because I asked my friend chellsee how the chart worked, and she explained to me, that is was a good way for a child to show wanted behaviour and even when child D showed unwanted behaviour, she could tell her in a positive way, for example, if the child picks up her cup after tea time she can have a sticker. I believe things like this can help a child understand the difference between wanted and unwanted behaviour and can also be resolved if simple instruction.