Analysis of Positive Support Strategies in Early Childhood Education

This report provides a comprehensive analysis of two video case studies focusing on early childhood education and care. The first video examines how an educator employs positive support strategies to guide children's behavior, including responding with respect, role-modeling positive interactions, and using positive language. It explores the use of open-ended questions and discusses how the educator meets the National Quality Standards, specifically Quality Area 5, by fostering respectful and responsive relationships. The second video analyzes an educator's approach to reassuring a child, identifying verbal and non-verbal cues used by both the educator and the child. It also discusses how the educator respects the child's choices and adheres to the principles of the Early Years Learning Framework and the Framework for School Aged Care. Furthermore, the report explores how the educator aligns with Article 31 of the UN Convention on the Rights of the Child, ensuring children's right to play and engage in recreational activities. The report references relevant documents like the National Quality Standards and the UN Convention on the Rights of the Child, providing a thorough understanding of best practices in early childhood education.

Running head: EARLY CHILDHOOD EDUCATION AND CARE
EARLY CHILDHOOD EDUCATION AND CARE
Name of the Student
Name of the University
Author note

1EARLY CHILDHOOD EDUCATION AND CARE
Video care study 1
1. Describe (two examples for each) how the adult showed the following positive
support strategies below to guide the children’s behaviour:
a) Responding to children with respect
The teacher did not scold Siena and Millie for not including Grace in the game, but
approached them politely and asked if there was a problem. Fist, she expressed that Grace
was concerned about something to begin the conversation. Next, She asked whether the
children still wanted to be friends with Grace and then moved on to re - introducing her into
the group.
b) Role-modelling positive interactions
The teacher did not allow the children to get into a fight over the fact that Millie and
Siena did not allow Grace to participate in the game. She deliberately began the conversation
by asking if the girls had any personal problems with each other. After knowing that there
was no such thing, she began by participating herself in the game that the girls were playing
so that Grace would feel more comfortable.
c) Using positive language and gestures when discussing children’s behaviour
The teacher was very careful in not using negative language when communicating
with the children. She kept on using open ended questions, such as, ‘Do you want to talk to
them about it?’ and ‘What’s happening?’ in order to give the children a chance to explain
themselves clearly. She also sits down at the table with the children so that looks less
imposing when standing over them. This let the children open up better and communicate and
resolve their issues.

2EARLY CHILDHOOD EDUCATION AND CARE
2. The educator uses open ended questions such as ‘what’s happening? ’. How does
using open ended questions encourage the children to share their ideas and
feelings?
Using open ended questions enables the children to access their memory and
cognition from the most recent action and helps them recapitulate a scenario based on which
they can answer a question. This kind of question ensures that the child has full control over
the answer they can give and are also a good way of testing the child’s skills of memory,
contextual understanding as well as honesty.
3. When the educator first approaches Millie and Sienna at the table, she says
‘Grace is a little bit worried about something.’ The educator is facilitating a
conversation between the children rather than accusing them or getting angry
with them. Explain how this is a positive support technique.
The way in which the teacher approaches the children and opens the conversation
with the given sentences, helps the children open up about their issues easily. She is not
assuming that there is a problem just based on Grace’s opinion, but she is allowing for a
conversation where Millie and Siena could explain themse4lves as well. Instead of rebuking
them for their behaviour, the teacher is giving the children an opportunity to voice their
opinions in an amicable way. This positively supports active conversation between the
children, allowing them to be less fearful of their surroundings and peers.

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4. The National Quality Standards: Quality Area 5 focuses on Relationships with
Children. Access the National Quality Standards and describe how the educator
is meeting this quality area.
The Quality area 5 in the national quality standards aims at promoting a responsive
and respectful relationship with the children that also promotes children’s sense of security
and belonging (Acecqa.gov.au, 2019). This kind of a relationship enables children to freely
explore their environment and engage in games and learning.
In the video we see that the educator calmly approaches Grace and inquires about her
problem. Afterwards, she handles the situation in a manner similar to what she would do with
an adult. Instead of addressing Millie and Sienna in a way that would be provocative and
threatening and instill a feeling of punishment in them, she informed them that Grace was
having certain issues and she was feeling that they were not friends anymore. This kind of
conflict is common in children who are in early childhood education, however, the way these
conflicts are managed enforce the kind of relationship the children will have with their
educator. In this case, the educator has successfully followed the mentioned quality area by
enforcing the concept of conversational problem solving in the children through which they
have been able to maintain an atmosphere of respect, responsiveness and responsibility as
well as find a safe and secure environment to play in without feeling threatened.

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Video care study 2
1. Identify the verbal and non-verbal cues (two examples of each) the educator uses
to respectfully reassure the child.
a) Verbal
Firstly, the teacher gives her instructions on how to hold her posture in order to jump
off the platform. Secondly, the teacher continuously asks the child if she wants to hold her
hand when jumping in case she is afraid to jump.
b) Non-verbal
Firstly, the teacher shows the child how to bend her knees and bend forward to jump
off the platform. Secondly, the teacher also keeps offering her hand to the child when she
notices that she is uncomfortable or afraid to jump.
2. Identify the verbal and non-verbal cues (two examples of each) that the child is
giving that she may be feeling unsure of jumping off the A frame:
a) Verbal
The two most notable verbal signs were when the child was asked whether she needs
help, she hesitates and says no, but later on she asks for help by asking “can you help me?”.
This shows that the child was unsure about jumping off the frame despite knowing the theory
of how to jump.
b) Non-verbal
There were clear signs that the child was afraid. Firstly, every time she got into
position to jump, she would sit down on the platform. Secondly, when the teacher encouraged
her to jump by holding her hand in order to support her, she let go, showing hesitation.

5EARLY CHILDHOOD EDUCATION AND CARE
3. Describe how the educator respected the child’s choice of her level of
involvement in jumping off the A frame and how this meets the Principle of both
The Early Years Learning Framework and The Framework for School Aged
Care: Secure, Respectful and Reciprocal Relationships.
The child was displaying traits of fear and hesitation in her actions and the educator
realised the she was scared. It would probably have been because of the frame being too high
for the child, because of which the educator, when the child said she doesn’t want to try now,
respected her choice and asked her if she would want to try jumping from something a bit
lower. This shows that the educator has met the principles and framework mentioned above
by ensuring the child’s experience is not only reciprocal and respectful but also secure.
4. The UN Convention on the Rights of the Child Article 31 relates to children
having the right to engage in play. Access this document and read this Article.
How does the educator in this video adhere to this Article?
The UN Convention on the Rights of the Child, Article 31 states two aspects that need
to be followed by state parties. Firstly, they should recognize the right that a child has to rest
and leisure and engagement in playful and recreational activities that are appropriate for their
age as well as free and full participation in cultural arts and lifestyle (Detrick 1999).
Secondly, the concerned parties should also respect and promote the above mentioned rights
(Detrick 1999).
The educator in this video adheres to this article by allowing the children to play in
the play area. Besides, she is also taking care that the children can engage themselves in fun
and playful activities without any restrictions. Through helping out the child in the video she
is also making sure that the child overcomes her fear of risk taking that would have otherwise
hindered her play experience.

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References
Acecqa.gov.au. (2019). Quality Area 5 – Relationships with children. [online] Available at:
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-5-relationships-
with-children [Accessed 15 Aug. 2019].
Detrick, S., 1999. A Commentary on the United Nations Convention on the Rights of the
Child. Martinus Nijhoff Publishers.