Managing Behavior and Supporting Ideas in Early Childhood Education

This document discusses strategies for managing behavior and supporting ideas in early childhood education. It includes scenarios involving a 5-year-old child named Alex and explores ways to encourage positive behavior, find alternative materials for games, and address aggressive behavior. The document also highlights the role of the National Quality Framework in guiding interactions with children. References to relevant books and journals are provided.

Questionnaire
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Scenario 1.........................................................................................................................................3
Scenario 2.........................................................................................................................................4
REFERENCES................................................................................................................................5
Books and Journals..........................................................................................................................5
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Scenario 1
1. Alex's a 5-year-old child who recently moved to Australia from China being the eldest child of
three parents of Alex is having higher expectation from being the first male child. Alex speak
limited English and is imaginative and innovative child. Alex approaches me to play a Chinese
coin game which is known as Throw coins (Hunkin, 2021). However, Alex is not sure how to
play this game so I have done some research and found out that throw coins in balls drawing a
circle and putting 12 coins in middle. The objective is to not the most of the coin out of the ring.
He wants to play it on the pathway as it is the only flat concentrated area. In this in order to
positive acknowledge Alex suggestion I will encourage him to think about the manner in which
other children can play the game and what material is required. In this I will encourage and
involve children in decision making and planning process in order to play the game with being
gentle and calm I will ensure that all the children are having genuine interest in playing the
game.
2. With calm and gentle attitude, I will explain Alex that there is no coin and therefore a
limitation of resources will not allow us to play the game with coin. However, I will definitely
explore different alternative materials without discouraging his idea (Love & Horn, 2021)). In
this I will take advantage of cardboards to cut the circle and make them as a shape of coin. I will
encourage all the children to engage in this as it will help them to appropriately put their efforts.
This will also make all the children to engage in a game to develop alternative materials to play
the coin game.
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3. It has been identified by me that Alex finding it very difficult to take direction from other
children he is really frustrated and tends to push and shout at other children. Along with this he
also like to be the first person and each activity and doesn't like sharing. In this to effectively
guide Alex inappropriate behaviour I will draw Alex towards positive activities. I will effectively
comfort him as have sign of distress I will also involve in developing limit and consequences for
inappropriate behaviour.
4. It has been identified by me that National quality framework effectively assisted me to manage
the communication and interaction with Alex and supporting his ideas, as it involves number of
skills that allows me to manage behaviour and frustration of children like Alex (Ødegaard,
2021). These skills guided me to overcome aggressive and frustrated behaviour of Alex in a
well-defined and effective manner.
Scenario 2
A. Draw attention towards positive behaviour
B. Verbalise child anger
C. Ignore
D. Redirect by giving choice
E. Remind about limits
F. Use behaviour consequences
G. Model behaviour
H. Remind of conflict resolution steps
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REFERENCES
Books and Journals
Hunkin, E. (2021). Devastating impacts? Investigating ‘edu-quality’discourse in early childhood
policy and its implications. Journal of Education Policy, 36(2), 196-210.
Love, H. R., & Horn, E. (2021). Definition, context, quality: Current issues in research
examining high-quality inclusive education. Topics in Early Childhood Special
Education, 40(4), 204-216.
Ødegaard, E. E. (2021). Reimagining “Collaborative Exploration”—A Signature Pedagogy for
Sustainability in Early Childhood Education and Care. Sustainability, 13(9), 5139.
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