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Desklib is an online library that provides study material with solved assignments, essays, dissertations, and more. The resources are categorized based on subject, course code, course name, and college/university. The website offers a flexible and customizable learning environment that allows students to catch up with the rest of the class. The resources are designed to assist students in adapting to new environments, changing behaviours, and improving collaboration. The website also offers a platform for parents and teachers to connect with students and offer guidance.

EDU20004: Assignment 2: Folio template
Assignment two
Student’s Name
University
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EDU20004: Assignment 2: Folio template
Resource 1 Category
Name the resource: Babble parenting website, Rycus (2018) 8
Ways to Prepare Your Child for Childcare.
Source: https://www.babble.com/parenting/prepare-child-for-
childcare/
Relationship with self
Resource focus: Individual child
Scenario: Margot
Rationale
 The behaviours identified in Margot is transitioning to childcare and fixation to the home
environment including calling “mama and dada”, while at the same time refusing to eat and sleep.
The preventive model that will be used is the behaviour modification which seeks to assist the child
adapt the new environment and at the same time learn to switch between the day-care environment
and the home environment. Through behaviour modification, the child will learn to adapt easily in
both environments.
 The resource is helpful since it helps the mother to learn ways of asking the child detached from the
home environment and calming down at the day-care. This resource seeks to address ways of
ensuring that the child is comfortable with the childcare environment as a way of transitioning from
the home environment to the day-care environment. The mother will apply the suggested strategies
slowly until the child is able to understand the situation she is in and calms down.
 Rycus (2018) suggest two ways of assisting the child. The first is talking to the child directly and
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EDU20004: Assignment 2: Folio template
trying to make her understand that the mother has to leave and will come back some other time.
Secondly, home items like a toy that the child uses at home will be used to assist her calm down by
connecting with the item. The role is to allow the child understand that the day-care is not a way of
keeping her away from home and parents but rather, it is part of life that she will eventually have to
fit in when she starts school.
 The resource will be introduced to the scenario through assisting the mother learn ways of making
sure the child transitions well. This resource applies directly to the mother since she is the one who is
supposed to make the child calm down at the childcare centre. To assist the child learn how to
transition in childcare and eventually settle, the mother will learn the skills from the parenting
website and apply specific ways and strategies that apply to Margot.
 From Maslow’s hierarchy of needs, everyone has special needs that need to be taken care of by the
environment. The needs of the child are beyond physiological and biological needs. At the day-care,
the child requires assurance that her safety and social needs are taken care of since she is in a new
environment (Cianci & Gambrel, 2003). The fact that she is having difficult calming down means
that her self-esteem is affected which leads to her calling for the mother and refusing to eat. By
talking to the child directly and assuring her of safety, the mother improves the self-esteem of the
child which in turn makes her settle down. On the other hand, carrying of some home items assists
the child in connecting with home thus assuring her of her social needs. Therefore, the overall goal of
the resource is to ensure that the child is assured of her safety, social and self-esteem needs within
the day-care environment.
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EDU20004: Assignment 2: Folio template
Resource 2 Category
Name the resource: Book, Siegel & Bryson (2014. No-Drama
Discipline: The Whole-Brain Way to Calm the Chaos and
Nurture Your Child's Developing Mind.
Available at
http://www.drdansiegel.com/books/no_drama_discipline/
Relationships with others
Resource focus: Parent support
Scenario: Janine
Rationale
 Janine is displaying the following behaviours, bossing friends, taking charge of all class work,
negative attitude towards her teacher and not wanting to go to school. This resource seeks to make
her understand the situation that exists and at the same time restore her behaviours to normalcy.
 When children display different behaviours that are abnormal, they are reacting to something that
requires a close observation to understand the cause. This indicates the immature way that a Janine is
trying to manage her emotions after a feeling of being left out.
 The behaviours can be changed through the support triangle model that encompasses of four levels of
prevention and intervention that promote healthy behaviour in children (Powell, Dunlap, & Fox,
2006). The model focusses on different levels of behaviour modification based on the situation the
child is facing. In the case of Janine, home prevention strategies will be applied to assist the child
adjust to the new changes at home and eventually drop the secondary behaviour that she is
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EDU20004: Assignment 2: Folio template
displaying.
 One way that parents can improve the behaviour of their children is to change their immature
behaviours and make them concrete. Through the steps and models designed in the book, the parent
will choose any of the tools that apply directly to the Janine’s situation by showing her the right way
and that the situation she is in is not a problem at all. Through process of learning, the parent will
teach the child behaviour. “No drama discipline” offers ways of assisting the parent to navigate the
child’s meltdowns, misunderstandings and behaviours. By explaining how the brain of the child
works, Janine’s father can understand her reactions and why the frustrating and puzzling behaviour
she displays is a reaction. Through using the tips in the book, the parent can learn to get her to
understand the situation and that her place has not changed thus making her to cooperate.
 Role theorists suggest that people in the society have a set of rights, duties, norms expectations and
behaviours that they fulfil (Mead, 2009). This means that people are supposed to behave in a
predictable way based on the social position or any other factors that exist. As a child who has been
benefiting more on her relationship with the uncle, Janine expects them to behave in certain way so
that she can continue enjoying the outcome of the relationship. On the other hand, she also expects
her father to maintain the same position that existed before however, her father assumes that she will
understand the new situation which is difficult for her age. The basis of role theory and the behaviour
triangle can be used together to make Janine understand that the roles have not changed but only the
situations. This will be followed by tools from the book for restoring behaviour and ensuring that the
child changes. By introducing different tools from the book slowly, to manage the behaviours that
Janine displays, the father will be able to manage the behaviour change and restore her condition.
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EDU20004: Assignment 2: Folio template
Resource 3 Category
Name the resource: Mermaid pillow sensory activity game for
kids. Sample you tube video https://www.youtube.com/watch?
v=0JjZjgKGB60
Relationship with the curriculum
Resource focus: Activity Based
Scenario: Bertie
Rationale
 Lack of engagement with other children and doing personal things alone without involving in what
the rest of the class does. The mermaid pillow sensory activity seeks to ignite Bertie and make him
participate in what other kids are doing. By allowing children in turns to scribble anything they want
on the pillow, the teacher will be giving him an opportunity to watch what others are doing and
eventually scribble his own image that he wants on the pillow. The role is to ensure that he
participates in the group activity and gets to see what others are drawing and at the same time
allowing others to see what he is doing. Instead of using the pencil, the sensory pillow offers an
opportunity for group work which will eventually make him appreciate the presence of others.
 The love and logic model suggests that the teacher needs to understand the proper strategy for
addressing the situation that they face. When the student is resistant behaviours needs to be analysed
to understand the positive regard that can be used to remedy the situation. In the case of Bertie, the
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EDU20004: Assignment 2: Folio template
challenge here is collaboration which the teacher needs to reinforce in the child slowly. Since
learning takes place more in group situations than individual situations, the sensory mermaid pillow
can be used to reinforce collaboration if it can be used to achieve the desired behaviour when paired
with reinforcement. From the operant conditioning, behaviour can be modified by use of rewards and
punishment as a way of modifying behaviour. In the classroom, the teacher can use positive
reinforcements every time, Bertie plays the tool with others (Dardig, et al., 2005). This will lead to a
positive attitude towards others and working in the classroom. Rewards should be used more since
they teach and reinforce new behaviour in children. The teacher can us tangible positive
reinforcements to make Bertie participate in collaborative activities.
 To change the behaviour, the resource will be used at the beginning and the end of the day to ensure
that students participate in it before and after class activities. Since this is part of the reinforcement
effort, the students will learn the importance of participating in the process since it has positive
rewards (Alpattani, 2018). The subsequent behaviours of children in the course of the day can be
used to determine those who will participate in the activity or not. Bertie will have to learn how to
appropriately behave in class so that he does not miss the end of class sensory mermaid activity and
the rewards attached to it. The outcome is thus a reinforced behaviour through a reward system that
leads to the development of new behaviour patterns by the child.
 The resource will lead to the development of positive collaborative behaviour through use of
reinforcement to improve collaboration. As the child behaves within the reinforcement requirement,
the behaviour will be modified with time to the extent that even if the reinforcement is pulled out, the
child will still behave in the required way since new behaviour attributes will have been learned.
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EDU20004: Assignment 2: Folio template
Resource 4 Category
Name the resource: Moodle
In https://moodle.com/features/clude the resource as text, image, or a hyperlink
link to the resource.
An Enabling Learning
Environment
Resource focus:
Class/group/communit
y based
Scenario: Michael
Rationale
 The condition of Michael presents him with special needs of catching up with the rest of the students
through utilising the Moodle interface. The site offers flexible and customisable learning
environment according to the needs of the student. Since Michael is lagging behind school due to the
illness and admissions, the school environment becomes challenging for him since it does not
provide special arrangements that can enable him cover the details missed in class.
 Absenteeism is a factor that affects the learning ability of a child. This leads to the need for creating
time and home work to enable them catch up with the rest. Lagging behind the class and failure to
understand what others have learned leads to isolation and resenting education. The reaction is
normal behaviour that students display as a way of indicating that they are not comfortable with the
current situation. It is the role of the teacher and the parent to understand what the child is
undergoing and ensuring that he can be assisted to catch up with the rest.
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EDU20004: Assignment 2: Folio template
 The Moodle resource offers reading materials and guidance to the student based on what they want
to learn. This allows them to choose the difficulty level of whatever they are participating in and
ensuring that they are able to catch up. Since the resource is an online platform, Michael can interact
and learn by using any electronic gadget thus keeping him in line with what others are learning. The
teacher can offer further guidance through the teacher area to the student and connect with him while
he is away.
 Mediated learning theory suggests that students can be assisted to learn through the guidance of
someone who is more knowledgeable. The learning Moodle can thus fit in this situation where
Michael works with the online tool to plan how he needs to learn (Burden, 2007). This is through
developing a reciprocity with the system like the routines and the purpose of the tool, developing an
intent and focussed explicit goals, and establishing personal relevance for using the resource.
 To assist Michael with the education, the resource will be introduced through the help of the parents
and the teacher. He needs to be made to understand the importance of the resource and how it can
assist him connect with what others are learning in school. By participating in school activities
online, the Moodle allows him to follow whatever others are learning at school during his absence.
Since the resource is interactive in nature, it allows students to work on assignments online and at the
same time participate in the discussions that take place in class. This resource can compensate for the
physical time that Michael loses while away on admission or treatment.
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EDU20004: Assignment 2: Folio template
References
Alpattani, P. (2018). Principle of behaviour modification. Behaviour Change, 2(5).
Burden, R. (2007). Mediated Learning Theory : The Challenge to the School Psychologist . School
Psychology International, 8(1), 59-62.
Cianci, R., & Gambrel, P. A. (2003). Maslow's hierarchy of needs: Does it apply in a collectivist culture.
Journal of Applied Management and Entrepreneurship, 8(2), 143-161.
Dardig, J. C., Heward, W. L., Heron, T. E., Neef, N. A., Peterson, S., Sainato, D. M., . . . Hersh, S. B.
(2005). Focus on behavior analysis in education: achievements, challenges, and opportunities.
Upper Saddle River: Prentice Hall.
Mead, G. H. (2009). Mind, Self, and Society: From the Standpoint of a Social Behaviorist. Chicago:
University of Chicago Press.
Powell, D., Dunlap, G., & Fox, L. (2006). Prevention and Intervention for the Challenging Behaviors of
oddlers and Preschoolers. Infants & Young Children, 19(1), 25-35.
Rycus, D. (2018). 8 Ways to Prepare Your Child for Childcare. Retrieved from Babble:
https://www.babble.com/parenting/prepare-child-for-childcare/
Siegel, D. J., & Bryson, T. P. (2014). No-Drama Discipline: The Whole-Brain Way to Calm the Chaos and
Nurture Your Child's Developing Mind. Quattrobooks.
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