20.

3Support children in developing relationships

Performance criteria
P1 Support children/young people in developing agreements about ways of
behaving, according to the requirements of the setting or service
I regularly support the children in the school to develop agreements about
the way theybehave, for example everyday I remind children that they should
not be running downthe corridor and talk to them about the possible
consequences of this. The childrenagree that it is dangerous to run down the
corridor and that in future they willremember to walk instead of run. I set a
good example by walking down the corridormyself and praise the children I
see doing the same.
P2 Support children/young people in understanding other peoples feelings
When children have disagreements, I listen to both sides of the story and ask
thechildren how they think each other is feeling as a result of the argument. I
ask thechildren to empathise with each other by asking them to reflect on
their actions andconsider how they would feel if someone treated them that
way.
P3 Support children/young people who have been upset by others
If a child or children have been upset by others, I support them by being
sympatheticand approachable. I actively listen to them and offer them a
tissue if they are crying.I offer them reassurance, and ask another child who
they are friendly with to keep aneye on them. I inform their teachers of the
situation, so they too, can monitor thesituation.
P4 Encourage and support children/young people to sort out conflict for
themselves, according to their age, needs and abilities
I encourage children to sort out conflict for themselves as this is important for
theirindependence and social development, self esteem and resilience. I
suggest that theytalk through the situation in a calm manner to find out the
cause of the problem andwhat solutions they can come up with to solve the
problem and end the conflict betweenthem.
P5 Encourage and support other adults in the setting to have
positiverelationships with children and young people
When I am working with other members of staff, I support them by being
consistentwith the strategies they use to build up positive relationships with
their class. If ateacher praises a child's work, and then asks for my opinion, I
show my support andencouragement of this positive relationship by agreeing

and adding my own comments ofpraise. When dealing with negative

behaviour, all staff deal with this consistently and inline with school policy
and procedures, to ensure that the children realise they are beingtreated
fairly and can still maintain a positive relationship with their teachers