Childcare Assessment: Strategies for Child Development and Behavioural Analysis

This report focuses on the development of children and the role of early child care centres in learning and following rules. It includes case studies and templates for understanding child behaviour and strategies for child development and behavioural analysis. The report also discusses the effectiveness of strategies in altering the frequency, intensity, and duration of behaviour and how to monitor and adapt levels of support based on the child's response.

Childcare assessment

Table of Contents
INTRODUCTION ..........................................................................................................................3
MAIN BODY ..................................................................................................................................3
PART A...........................................................................................................................................3
Event Sample Template 1...........................................................................................................4
Event Sample Template 2...........................................................................................................6
Event Sample Template 3...........................................................................................................8
Event Sample Template 1...........................................................................................................9
Event Sample Template 2.........................................................................................................11
Event Sample Template 3.........................................................................................................12
PART C..........................................................................................................................................14
Strategies for the one child with guidance of child care centre................................................14
Effectiveness of strategies in the alteration of frequency, intensity and duration of the
behaviour. .................................................................................................................................15
How would the service monitor the strategies in place and adapt levels of support based on the
response of the child?................................................................................................................15
CONCLUSION .............................................................................................................................17
REFERENCES..............................................................................................................................18

INTRODUCTION
The behaviour is defined as the how a child used to start their behaviour towards their
learn action, reaction and functioning which may be monitor and used to learn from the various
assessment of the environment and situation which they observe by the nearby. In this, the
challenges are used to analyse which show the challenging approach which is associated with the
term behaviour that describe the interfere with the child daily life. In this, the child in their early
age is usually believed in curiosity, they are easily distracted show the keen of independence and
still developing self regulation. In the development of child the early child care centre used to
play role in learning and getting along with and following rules. In this report, the development
of child and their role is well analysed by the some of the case which show the various
assessment and responsibility of the child care centre.
MAIN BODY
PART A

Event Sample Template 1
Age:
Date: Time:
A-Antecedent B-Behaviour C-
Conseq
uence
What specific activity or event occurred
before the behaviour and may have
triggered the behaviour?
What specifically did the child do or say? What
happene
d after
or as a
result of
the
behavio
ur?
Lucy’s mom was in rush and couldn’t
stay for long time because she need to
drop-off her son in another room.
Lucy started screaming and holding mom
tight when mom passed her to an educator.
She
cried
and pull
the hand
off to
escape
from the
educator
to chase
her
mom.
Analysis

What were the antecedents? Were there any triggers identified? What was the behaviour
of concern and is this behaviour identified as being within the norms for a child of this
age/stage of development? How did the consequence/result of this behaviour contribute
to the behaviour either continuing or improving/decreasing over time? What emotions
were displayed by the child? Comment on the child’s social skills and strategies used to
deal with these consequences.
 Lucy said she wanted her mom stay with her but mom was busy to drop off
another child .
 Behaviour displayed: screaming, crying, holding mom tight, pull the hand off.
 Emotions displayed: angry, upset because of separation anxiety.
 Lucy is in the toddler age group and sometimes she still needs the security of her
parents. In such a case, an educator should calm her down by telling her that “I
know that you’re sad because mom cannot able to stay with you for a while. Mom
is very busy today, but she will go back to pick up you soon when she finished her
work. Could we go around, finding a book that you love, and I’ll read for you? Or
what would you like to do now?”

Event Sample Template 2
Child’s Name: Lucy Age:
Date: Time:
A-Antecedent B-Behaviour C-
Conseq
uence
What specific activity or event occurred
before the behaviour and may have
triggered the behaviour?
What specifically did the child do or say? What
happene
d after
or as a
result of
the
behavio
ur?
Lucy and her friend were playing the trucks
together, a friend took Lucy’s truck and run
away.
Lucy screamed, chased and hitted him. She
said: “it’s mine”, then she snatched a truck
back.
Lucy
went
inside
the
room to
play,
during
her
friend
walked
away
and
played
with
another

friends.
Analysis
What were the antecedents? Were there any triggers identified? What was the
behaviour of concern and is this behaviour identified as being within the norms for a
child of this age/stage of development? How did the consequence/result of this
behaviour contribute to the behaviour either continuing or improving/decreasing over
time? What emotions were displayed by the child? Comment on the child’s social
skills and strategies used to deal with these consequences.
 Lucy play the toys with friend, then her friend took her toy and run away.
 Behaviour displayed: screamed, chased, hitted, snatched.
 Emotions displayed: angry.
 This is completely normal behavior for children from 2-3 years old .In such a
case, an educator should taught Lucy and her friend that other children have
feelings, too. We need to share the toys or we can take turn, then we can play
together.

Event Sample Template 3
Child’s Name: Lucy Age:
Date: Time:
A-Antecedent B-Behaviour C-
Conseq
uence
What specific activity or event occurred
before the behaviour and may have
triggered the behaviour?
What specifically did the child do or say? What
happene
d after
or as a
result of
the
behavio
ur?
In this, Lucy mother try to feed Lucy and
Lucy completely ignoring her food and
busy with their toy. Afterwards, Lucy
mother put the toy far from Lucy and used
to say that be focus on food and make a
habit that while taking food no use or
playing is done (Aerila and et. al., 2021).
Lucy start to scream and she become angry
and reject the food to eat. As per this, she
want her toy back and then she start taking
food otherwise she deny to take food.
As per
this,
Lucy
requeste
d and
deny
food
because
she want
her toy
back
and after
a time
she
stand

and take
her toy
back.
Analysis
What were the antecedents? Were there any triggers identified? What was the behaviour
of concern and is this behaviour identified as being within the norms for a child of this
age/stage of development? How did the consequence/result of this behaviour contribute
to the behaviour either continuing or improving/decreasing over time? What emotions
were displayed by the child? Comment on the child’s social skills and strategies used to
deal with these consequences.
 In this, she wanted her toy back while taking food.
 When her mom used put the toy far from him because she think that the toy can
distracted the Lucy in order to take the proper food.
 In this age, this kind of behaviour is appropriate from the children because some
of the small things are trigger the children to become angry and in early age the
toy is act as main component to enjoy for a child.
 As per increasing time the behaviour become low because when she used to see
their surrounding then the angry behaviour is must be reduced while getting
understanding (Beamish, and et. al., 2019).
Event Sample Template 1
Child’s Name: Harri Age: 2-3 year old
Date: Time:
A-Antecedent B-Behaviour C-Consequence
What specific activity or event occurred
before the behaviour and may have
What specifically did the child do
or say?
What happened
after or as a

triggered the behaviour? result of the
behaviour?
Harri is always at home and he always roam
one room to another. His mother is working
and when she was getting back from work.
Harri run and used to check her mother bag
for chocolate and others.
If the chocolate is brought by his
mom then harri became happy and
kissed her mom and if there was no
chocolate then he is become sad for
few minute.
Harri walked in
another room and
sit quietly after a
time while when
he forget the
event then he
came back.
Analysis
What were the antecedents? Were there any triggers identified? What was the behaviour of
concern and is this behaviour identified as being within the norms for a child of this
age/stage of development? How did the consequence/result of this behaviour contribute to
the behaviour either continuing or improving/decreasing over time? What emotions were
displayed by the child? Comment on the child’s social skills and strategies used to deal
with these consequences.
 His mother always brought some of the chocolate for him. He always used
to check her mother bag for chocolate.
 In this, stage every child used to do the same behaviour because children
used to think normally and they used to involve in their act in well defined
way (Gev and et. al., 2021).
 In this stage, it is normal behaviour which is drive by the children as per
increasing time. The behaviour become down and he is become relax when
the absence of chocolate is observed. But the happiness continue when they
used to find.
 The emotion which is associated with the harri is hope and expectation.
 In this action, the provided reaction is basically happen due the emotional

aspect which can not figure within some of the minute, with the time, the
reaction become normal.
Event Sample Template 2
Child’s Name: Harri Age:
Date: Time:
A-Antecedent B-Behaviour C-Consequence
What specific activity or event
occurred before the behaviour and may
have triggered the behaviour?
What specifically did the child do or
say?
What happened
after or as a
result of the
behaviour?
In this, Harri was single child of her
mother, but they have other sibling. As
per this, when sibling are arrive at
home and harri mother used to focus on
sibling. Harri get jealous and he used to
hold her mother hand (Jones and et. al.,
2020).
In this, harri get jealous from
sibling because her mother give
more attention to them.
Harri used to
hold her mother
hand and follow
her mother.
Analysis
What were the antecedents? Were there any triggers identified? What was the behaviour
of concern and is this behaviour identified as being within the norms for a child of this
age/stage of development? How did the consequence/result of this behaviour contribute
to the behaviour either continuing or improving/decreasing over time? What emotions
were displayed by the child? Comment on the child’s social skills and strategies used to
deal with these consequences.
 Harri notice that the her mother provide more attention to their sibling.

 When harri mother used to provide more attention to sibling this will
create jealousy.
 At this stage, it is well identified that the condition which is associated
with the harri response is usual because at this age this is normal
behaviour which is usually happen and noticed by the children.
 This is permanent feeling in the age of initial and after a time while it
become in the phase of normal behaviour but the emotions are always
present in the children (Kahn, and et. al., 2019).
 The emotion is natural which is acted during this stage which is
associated with the jealousy.
 After a time while when the child know the feeling and social behaviour
of love, then he used to identified that the feeling and love is permanent.
Event Sample Template 3
Child’s Name: Harri Age:
Date: Time:
A-Antecedent B-Behaviour C-Consequence
What specific activity or event occurred
before the behaviour and may have
triggered the behaviour?
What specifically did the child do
or say?
What happened
after or as a
result of the
behaviour?
Harri used to explore market with her mom
and suddenly he likes a toy and he
demanded the toy from her mom. Mom
deny to purchase by saying you have
sufficient toy.
In this, Harri used to become sad
and do not expect anything from his
mom. When she offers to eat
something. Harri show his anger by
refusing to eat.
The anger and
sadness are used
to collected
inside the harri.
He quit and do
not talk to her
mother and

refuse to eat in
order to show
anger. In this, her
mother used to
say that you have
enough toy I will
provide you next
time (Michalska,
and et. al.,
2019).
Analysis
What were the antecedents? Were there any triggers identified? What was the behaviour
of concern and is this behaviour identified as being within the norms for a child of this
age/stage of development? How did the consequence/result of this behaviour contribute
to the behaviour either continuing or improving/decreasing over time? What emotions
were displayed by the child? Comment on the child’s social skills and strategies used to
deal with these consequences.
 He wants that toy and his mother refuse his demand by saying you have enough
toy.
 The deny from his mom can trigger the emotion and behaviour changes in the
harri.
 In this stage, this is determined as the normal behaviour which can be show a
level of anger and sadness due the rejection of something which is wanted by
child. In this case, the same scenario is happening with harri so the response of
harri towards this action is genuine.
 As per time, the reaction which is identified in term of rejection become normal
when the child id determined their need with respect to product. As per this, it
helps to know the basic scenario regards with various factor. So, the rejection

does not hurt any more when children grow because they understand the need and
wants.
 In this, the child social skill is used in such a way which is helpful to know the
importance of that particular toy which is refused by her mother to purchase. In
this, the rejection of the demanded product can disturb the mind of child. In this, it
is better to make the analysis of requirement and after that child must understand
the need of that particular product (Mortimer and et. al., 2017).
PART C
Strategies for the one child with guidance of child care centre
Children social and emotional health affect the overall development and growth.
Moreover, there are number of research which is helpful and show the indication of mental
health which develop tend to be happier and create wellness. This help to develop positive
attribute towards the classmate and school. There are some of strategies which is usually
implemented for the children by supervisor to promote the growth and development of social
emotional health.
Respecting and caring about child: This is helpful to develop a scenario to make proper
interaction and start their communication in positive way. This help child to feel more confided
to explore and learn. For the development of social and emotional factor the personal bond is
necessary with the supervisor in such a way where the contribution is respectful and caring.
In this, listen with the full attention and restate the children say which help show the
condition as opportunity which help to expose the new vocabulary. It is helpful to reflect the new
phases of development in the child which promote self-growth and confidence. They convey that
the children are used to focus on the condition which is more likely to share the view, ideas,
feeling and confidence. As per this, the acceptance and reflection of children felling is
appropriate which show the behaviour in positive way. In this, to know the view and ideas of the
children, the supervisor must spend private, quality time with the number of individual children
through the one to one activities such as story reading and game playing. However, the children
book also play vital role in the development of new social and emotional skills (Thompson-
Walsh and et. al., 2021).

Effectiveness of strategies in the alteration of frequency, intensity and duration of the behaviour.
The strategies which is above mentioned such as full attention towards the children and
restate their knowledge and skills. Make proper attention which is helpful to develop the healthy
interaction. Majorly, teacher play a vital role in the helping children develop social and
emotional health by using books, planning activities, coaching on the spot, giving effective
praise, in this is help full to enhance the intensity because proper interaction and taking attention
towards the children provide confidence in such a way which show the relevant behaviour in the
various aspect. This is also helpful to develop magnitude and frequency which is reliable to take
the condition which is effective and process the development of social and emotional
development. In this, for the effective social and emotional development it is necessary to find
the process and operation of interaction with the children, the duration of behaviour is usually
change as per the concern of ideas which show the relevance by using children book and various
activities which help to provide the positive attribute. In this, they used to focus on the various
areas which is helpful to raise the emotional and social factor of child and this is probably drive
by the interaction.
How would the service monitor the strategies in place and adapt levels of support based on the
response of the child?
The success of the behaviour support plan which is affected by the advice from the
specialist, unexpected responses from the child, parents request and changes in external policies
show the number of guidelines such as monitor of the plan for effectiveness in areas where the
requirement to adjust to the supervisor which help to establish the new goals as necessary. In
this, there are recording responses which show the records the children areas which allow them
to records the ideas which using graffiti sheets, noticeboards, or comments books, as per this the
profile sheet and questionnaire, interviews, suggestion boxes and survey are used to taken. In this
the enrolment forms, videos are some of the method which help to provide the opportunity to
provide the valuable information about need that show the about the own behaviour and the
behaviour of those are fix around them.
From time to time which help to support the behaviour need to adapted. In this, the
changes are due to the an unexpected response from the child, the new influences in the play
environment, they used to show the sharing of information which is provided by the parents,

specialist or supervisor which show the child changing needs, this occur due the normal
development or outside factor such as circumstance at homes (White, and et. al., 2019).

CONCLUSION
As per the above discussion, it is well analyse that the condition associated with the
social and emotional development is based on the various pattern which help to define the
condition and various factor which may help full to trigger the development of social and social
behaviour. In this, interaction and better communication is with children is helpful to promote
the development of behaviour.

REFERENCES
Books and Journals
Aerila and et. al., 2021. Holistic Literature Education as an Effective Tool for Social-Emotional
Learning. In Handbook of Research on Supporting Social and Emotional Development
Through Literacy Education (pp. 26-49). IGI Global.
Beamish, and et. al., 2019. Parents’ use of mobile computing devices, caregiving and the social
and emotional development of children: a systematic review of the
evidence. Australasian Psychiatry, 27(2), pp.132-143.
Gev and et. al., 2021. Socio emotional competence in young children with ASD during
interaction with their typically developing peers. Research in Autism Spectrum
Disorders, 86, p.101818.
Jones and et. al., 2020. Social and emotional learning and its impact on pastoral support. Pastoral
Care in Education, 38(1), pp.83-87.
Kahn, and et. al., 2019. Coaching Social & Emotional Skills in Youth Sports. Aspen Institute.
Michalska, and et. al., 2019. The psychobiology of emotional development: the case for
examining sociocultural processes. Developmental psychobiology, 61(3), pp.416-429.
Mortimer and et. al., 2017. Understanding Behaviour in Early Years Settings: Supporting
Personal, Social and Emotional Development from 0–5. Routledge.
Thompson-Walsh and et. al., 2021. How domestically violent Fathers impact children’s social-
emotional development: Fathers’ psychological functioning, parenting, and
coparenting. Child Abuse & Neglect, 112, p.104866.
White, and et. al., 2019. A study into the role of social emotional learning resources for
supporting social and emotional development in Australian preschool contexts (Doctoral
dissertation, Monash University).