Promoting Positive Behaviors in Children: ECE Course Assignment

This assignment explores strategies for promoting positive behaviors in early childhood education. It covers various aspects, including being a role model, providing clear instructions, delegating responsibilities, and keeping promises to children. The assignment also addresses gathering information from children through interaction and observation. It presents scenarios and case studies, such as dealing with a child's negative behavior towards another child and supporting a child with language difficulties. The case studies highlight practical approaches like active listening, nonverbal communication, and establishing rules and consequences. The document emphasizes the importance of respect, inclusivity, and addressing stereotypes to foster a positive and supportive learning environment within a family daycare setting. The assignment draws on research and expert opinions to support the suggested strategies.

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Early Childhood Education and Care
Questions
1. Positive behaviors among children can be promoted by having a constructive or positive
approach when dealing with the children. This refers to encouraging or congratulating the
children on successful things that he or she does but not just concentrating on the
negative things that the children do.
Examples of things that one can do to promote a positive attitude among children are
A. Be a role model or an example to that child
Most children will learn from what their elders do than what they say. So to promote
positive behavior, you must ensure that everything that you are doing is appropriate for
your child because he or she will be watching.
B. Keep things simple for your child and positive
Give your child clear instructions which he or she can understand easily, and this will
enable a child to understand what he or she is supposed to do.
C. Delegate responsibilities and consequences to your child
Giving your child tasks to do will help you analyze the behavior and attitude towards
specific tasks. This will help you control some poor behavior among your child as he or
she grows up.
D. Keep the promises you give to your child
Keeping promises helps your child to learn on trusting and respectful. This helps the
child always to be assured and not to doubt what promises you give either good or bad.
2. You can gather information from the child in several ways such as;

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Interacting or being more close to the child such as playing with her will help get more
relevant information.
You can as well ask the child some questions which you think he or she can answer and if
the child is interactive, then you will be able to get more reliable answers. According to
(Peterson, Luze, Eshbaugh, Jeon & Kantz, 2007) families can be the primary source on
more information about the child since the spend most of the time with the child and can
learn more about the child behavior and attitudes.
You can also observe how the child is doing things and you will find some something
about the child either he or she is social or anti-social. What he or she likes can be
learned through observation.
You can also learn about the children’s likes and dislikes by asking the guardian or the
parent this information. He or she will tell you more about his or her child because they
interact more and he can know on more aspects of what the child loves most and what
he doesn’t like.
3. On consulting children and how you can consult them;
When dealing with young children, it’s always good to make sure that their parents are
aware that you want to ask their children about certain things. This request has to be
made either through a written note, or you can consult on face to face request. If the
application is accepted, take the children to an environment where they will feel free and
can express themselves freely without fear. Ensure that there is a lot of fun in the
background of your choice. Make the children feel that they are more valued and then
present your concern a simple way, fun way and easy to be understood.

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SCENARIO/DISCUSSIONS
Scenario 1
You should not let Darcy gag on Abby as this will affect Abby's psychologically and will make
her feel like she is not as good as other children. You should stop Darcy immediately from this
behavior so that Abby can also feel as important as other children and also not to make other
children doubt Abby that she smells. Wolery, M, (2005) stated early interventions focused on
shaping children behavior are important in all children care institutions.
Abby will feel inferior at the first time when Darcy shouted that she smells but when you take an
initiative of stopping this and make them understand that they are all equal she will feel great and
happy again.
Since Darcy is an attention seeker, stopping her from what she wanted to happen will make her
feel like she has not achieved what she wanted and caution will help her not to do the same thing
again.
The other children should be told that what Darcy has done is not right and no one should try to
undermine anyone in public like that and it should be a caution to everyone.
I would not say anything to their parents as long as I feel the matter is settled and both children
are happy and engaging with each other well.
Scenario 2
You let the children come up with their idea first as this will help you understand what they
know first. In case they miss out something on their design, you can help them in adding
something you feel should be included in the plan.

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You explain to the children the importance of safety and also solve the problem or why it’s
wrong to have a particular item at a given place until the child understands.
Key safety issues to be looked at among them is enough space within the room’s layout, proper
ventilation and good access within the room layout.
Case Study One
1. She should ensure that she actively listen to all children and to set her standard at
children’s level. This will make the children be free with her and able to raise their
concerns to her when they have any. She should ensure that all the children are free with
her and be a role model to all the children. Since the children would mostly learn what
she does most, she should ensure that what she does is the correct thing which the
children can learn from. She should also ensure that she keeps things simple and positive
among her children and that she encourages them on positive things that they do. This
will give children in handling a variety of tasks, and it will also help them realize their
abilities easily. Hyson, Marilou, (2008) suggested that a good relation between children
and their teacher will help the learning process to be effective. This can be achieved
through active listening to the children’s concerns and addressing them accordingly.
2. She can encourage the use of nonverbal communications such as body language, gesture,
and pictures. She can promote Dragon to start practicing simple word which can be well
heard with all other children through the provision of simple word books to read so that
he can learn and practice these words. She can also ensure to be reminding Dragon to
change his words construction everytime he mistakes so that he can be used to simple
English that can be understood by everyone.

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3. The nonverbal communication that can be used is like using pictures in most of her
conversations with Dragon. She can come up with critical photos which she would like
Dragon to learn most and also to ensure that Dragon can learn from the body language
and gestures. She can then ask Dragon to practice coming up with the same pictures and
reading them out as this will help him polish his words pronunciation. Carlson, Frances
M, (2006) claims that the use of non verbal communications in learning institutions is
very essential to emphasize on some words through facial expression and body language.
4. She can make them learn from her by being a role model to the children. This will help
children take her characters, and if they are right and confident, they will also behave in
that way. Kantor, Elgas, & Fernie, (1992) stated that children learn from one another in
their group. Giving children ability to learn from one another can be of essential to them
as this will increase the knowledge they get from their colleagues and the tutor.
According to (Howes, C., & Hamilton, C. E, 1993) keeping good relationship between
teachers and children helps children in both social and emotional development .She can
also keep things simple for the children so that they can easily understand what is
expected of them and thus easy to follow and practice. She can also encourage positive
behaviors by supporting them when they do good things but not talking negatively to
them as this will discourage them even trying out new things, and as a result, it will make
it difficult for the children to realize their abilities. She can also make them cooperate by
making sure that she keeps her promises whether good or with the consequences. This
will make the children not to doubt her but instead always in their minds know that
whatever they are told will come to happen and thus this will promote good cooperation
between her and the children. Wright, R. A., & McCurdy, B. L. (2012) stated that

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supporting positive behavior enables the child to realize more his or her abilities and this
should be encouraged in learning institutions
5. Su-Lin can come with policies such as coming up with rules within the family daycare.
She can also explain to the children on every state within the family day care and that
whoever goes against the rules would be punished heavily. This will make the children
have some standard way of behavior within the family day care and be aware that if they
engage in things they are not supposed to do they would be punished. For example, if one
fights with another would be punished and sent home and reported to her parent or
guardian on the misconduct. According to (the Guilford Press, (2013), good
communication skills are necessary when managing negative behaviors in children. This
is essential for proper communication and avoidance of conflict.
Example of forms of management that she should not use is; use of strict rules and
withdrawing privileges. If she implements these forms, it will make most her children to
be more inferior and will always avoid her because of the punishments or the
consequences of wrongdoing. This will make most of the children not to utilize their
abilities fully and also be they will not learn positively from one another.
6. Su-Lin can ensure that she explains to all children that they need to respect one another
and to help those who are disabled as it’s not their wish to be the way they are. She can
narrate to the children a scenario of how someone got into an accident and, but at the
moment that a person is a great person. This will instill some respect among the children
to one another, and this will increase care amongst them especially the disabled and those
that do not come from able families. According to (Scribner, 2012) communicating to the
children at their levels creates a more room for understanding between each other.

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She can put in place rules with consequences to that anyone using stereotype language
will be punished and that its everyone responsibility to take care of one another.
She can narrate to them stories on the disabled or the poor situations and how they can be
great persons in the future. Good JJ, Woodzicka JA, Wingfield LC, (2010) stated that
stereotype behavior can affect children behavior in the learning institutions and should be
highly discouraged. Instead all children should be informed that they are all equal and
everyone has his own or her abilities.
7. Su-Lin can ensure that those children from the wealthy families do not gag other children
from low-income families. This can be achieved by for example teaching them about
caring for one another. This will help neutralize the grounds of richness.
For those children with exceptional abilities, she can encourage them to continue putting
more effort into what they are doing and also support and help other children in realizing
their talents for example football playing.
For the children from a different ethnic background, she can make sure that they interact
well with other children within the daycare by for example setting one language to be
used within the daycare.
For those with different interests and experiences, she can help them realize more what
they would wish to gain and encourage them to do more if they are doing positive things,
for example, providing them with materials which will help them more if they are
available.
8. She can achieve collaboration with her children by ensuring that infrequent occasions she
brings her children together in an activity where they can share and have fun together
freely. This can increase the much-needed cooperation among all children across all ages

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and from different backgrounds. According to (Ontario Ministry of Education, 2006)
both the parents, teachers and students need to understand the importance of learning and
work together in making it an a successful process.
9. She can advise them that having a picnic is not bad but for the timings of the picnic she
needs to ask both parents for the permission for that. She can also advise them that they
are still young and having a picnic in the dark would need someone who can guide them
while they are out so that in case there's anything they can get the much-needed
assistance they need. Meanwhile, she can explain to them that it would not be possible
until she finds someone who will take care of them or she needs to consult both parents if
they accompany them. This is supported by (Woods, J., & McCormick. K, 2002) that
stated that involving children’s family or parent in matters affecting their children can
help yield more positive results through participation, assessment, evaluation and
decision making.
References
Carlson, Frances M. (2006). Essential Touch: Meeting the Needs of Young Children.
Washington, D.C.: National Association for the Education of Young Children.

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Good JJ, Woodzicka JA, Wingfield LC, (2010). The effects of gender stereotypic and counter-
stereotypic textbook images on science performance. J Soc Psychol; 150(2):132–147. doi:
10.1080/ 00224540903366552 PMID: 20397590
Howes, C., & Hamilton, C. E. (1993). The changing experience of child care: Changes in
teachers and in teacher-child relationships and children’s social competence with peers.
Early Childhood Research Quarterly, 8(1), 15-32.
Hyson, Marilou, (2008) Enthusiastic and Engaged Learners: Approaches to Learning in the
Early Childhood Classroom. New York: Teachers College Press.
Kantor, R., Elgas, P. M., & Fernie, D. E. (1992). “Cultural knowledge and social competence
within a preschool peer group.” Early Childhood Research Quarterly, 8,125- 147
Ontario Ministry of Education. (2006). The Ontario curriculum grades 1-8: Language. Retrieved
from www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf
Peterson, C. A., Luze, G. J., Eshbaugh, E. M., Jeon, H. J., & Kantz, K. R. (2007). Enhancing
parent child interactions through home visiting: Promising practice or unfulfilled
promise. Journal of Early Intervention, 29, 119–140.
Scribner, (2012). How to Talk So Kids will Listen & Listen So Kids Will Talk. Adele Faber and
Elaine Mazlish. New York, NY:
The Guilford Press, (2013). Your Defiant Child, Second Edition: Eight Steps to Better Behavior.
Russell A. Barkley and Christine M. Benton. New York, NY:
Wolery, M. (2005). DEC recommended practices in child focused interventions. In S. Sandall,
M. L. Hemmeter, B. J. Smith, & M. E. McLean (Eds.), DEC recommended practices: A
comprehensive guide for practical application in early intervention/early childhood
special ed

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Wright, R. A., & McCurdy, B. L. (2012). Class-wide positive behavior support and group
contingencies: Examining a positive variation of the good behavior game. Journal of
Positive Behavior Interventions, 14, 173-180.
Woods, J., & McCormick, K. (2002). Welcoming the family: Engaging family participation in
assessment and evaluation. Young Exceptional Children, 6, 2–11.