CHCECE020

Establish and implement plans for

developing cooperative behaviour

Name: Jiajun Chen

Student No.: MCE-08159
Submit Date: 15/4/2020
 Page 7 , Question 1:

Contributing Factor Minimising strategies

Age and developmentally  Support self-regulation

appropriate behaviour  Tell kids we need share toys

Health and wellness Plan for group activity which suit all

the children and also can give

Maria some busy task to do to

make her working alongside

Educator practice Comfort Brain first and provide his

favourite activity to make him

settle

Home and family situation Tell mum the issue and ask what

strategies we can use for Ellen

Childcare environment / program  Provide Luke’s favourite activity

 Age approprite activity

 Age approprite class

Community and culture  Consult with lead educator,

parent and family

 Role model how to use a nice

and positive words and

behaviour.
Page 8, Question 2a:

 To make children feel belonging.

 Children will be able to follow the rules easily.

 Children will understand what is a good and positive behaviour and

apply on their daily life.

Page 9, Question 2b:

 Children are support to collaborate, learn from and help each other.

 Each child is support to guide their own behaviour.

 Each child is supported to respond appropriate the behaviour of

others and communicate affective to resolve conflicts.

Page 9, Question 2c:

 Role modelling to guide a positive behaviour.

 Showing children what to do and what is right behaviour, for

example: using positive language.

 Role modelling respectful and cooperating behaviour through

equitable and respectful relationships with each child.

Page 10, Question 3:

 Give clear, direct instruction to the child - tell the child what to do.

 Ignore the behaviour and focus on calming the child using “I”

statements.
 If other children may be at risk of harm, quickly remove them from

the immediate area.

 If a child becomes verbally abusive towards you, try to focus on what

is upsetting the child rather than what the child is saying.

 When children argue or fight with each other, try to separate them if

possible. This will usually defuse the situation. Don’t assign blame or

make assumptions about who is to blame. It is better to try to calm

down everyone.

Page 11, Question 4:

Step 1 Identify the challenging behaviour - exactly what is the child

doing and how is it affecting others?

Step 2 Select observation strategies challenging behaviour should be

observed in a number of different settings or situations.

Observation in a variety of settings over time allow educators

to observe.

Step 3 Identify your present explanation for the behaviour. Using all

the information that has been gathered, the educator can

reflect more deeply about why the behaviour might be

occurring.

Step 4 Describe present corrective attempts. Describe the educator’s

 response and their effect on the behaviour.

Step 5 Generate a new explanation. Look at what is maintaining the

behaviour rather than what might have triggered it.

Step 6 Change how you respond. Develop new ways to respond to the

targeted behaviour that will result in positive changes in the

child.

Page 11, Question 5:

Step 1 In Mitch’s case, the behavior causing concern include verbal

and physical aggression and social isolation.

Step 2 Once the educator has analyse and interpreted the interpreted

the information gathered and identified the behaviour of

concern, the next step is formulating goals and specific

objectives to achieve goals.

Step 3 When planning strategies to achieve a successful outcome for

the child, the educator will typically seek the support of team

members to ensure consistency.

Step 4 In the case of Mitch, Ellen may decide that when Mitch is seen

to interact positively with a child, his behaviour will be

intermittently praised. Non-verbal reinforcement such as a

smile or a quick hug might also be successful.

Step 5 An essential element of any behaviour management plan is the

process of continual monitoring and review. During this

process, as the child progresses the educator and the family

may work together to refine the goals for the child.

Page 12, Question 6:

Long term goals are the behaviour that we would hope the child can

achieve over time. For example, toddlers and babies might mistakenly

learn to seek interaction by pushing, pulling hair or biting because they

have not yet learned the social skill or gained the language skills to

interact in a different way. So we can stop child biting and teach them

simple words to use.

Short term objectives a re more specific and are designed to help the

child achieve the long term goals. For example as the same toddlers

biting, we can tell them bite is hurts, don’t do this again.

Page 13, Question 7:

Appropriate strategies Inappropriate strategies

 The objectives and goals are  Not all educators agree that

clearly explained to everyone there is a problem.

involved  The regular room leader will be

 The children’s parent have away for the next six weeks on long

been included in the discussion service leave.

and planning.  Not all the educators have been

 Printed copies of the behaviour informed of the behaviour plan.

plan have been distributed to  Don’t check if resources are

all educators,director and the available until the plan in

child’s parents. implemented.

 The environment has been

organized to minimise the

potential for inappropriate

behaviour.

 Ensure the behaviour plan

considers relevant cultural

practice for responding to the

behaviour.

 Educator know what

observations and comments to

record and where to record

them.

 Liaise with appropriate

authorities and referral bodies

 as necessary.

Page 14, Question 8a:

It is important because consult with parent/ family to set up guidelines

can meet children need, emotion through parent sharing children

routine.

Page 14, Question 8b:

 To invite stakeholder to give advice of their needs, wants and

expectation.

 It’s important as stakeholder give their comments on plans that can

be created.

 Then that the plan can be taken to next level for the children

development.

Page 15, Question 9:

 Educators can do role modelling about the positive behaviour and

specific expectations for behaviour.

 Involving children to do the poster at the group time about positive

behaviour.

Page 19, Question 1a (i):

It’s mistaken behaviour.

Page 19, Question 1a (ii):

I will play with child together and role model. I will use positive word to

kid and ignore the negative word he said.

Page 19, Question 1b:

 Tell Georgie’s family some positive thing from him first.

 Tell the family what Georgie said when he stack some blocks three

times.

 Tell the family what I have done which is play with Geogie and role

model in the positive way.

Page 20, Question 1c:

 If you noticed situation like this, what will you do at home?

 What you want us to do about this situation?

Page 21, Question 2a (i):

Tom’s reaction is unacceptable behaviour.

Page 21, Question 2a (ii):

I will settle Mitchell because she is upset and tell Tom we don’t call our

friend’s name like this, it is not nice.

Page 21, Question 2a (iii):

 Tell Tom his behaviour hurt Mitchell.

 Show Tom and other boys what is the positive behaviour and teach
 them how to be kind.

Page 22, Question 3a (i):

Ellis reaction is mistaken behaviour.

Page 22, Question 3a (ii):

It’s normal on this age children. I will tell Ellis and Ava need share and

play together. And also, we can’t push our friends, it’s not nice.

Page 23, Question 3a (iii):

I will use mentoring strategy. Explain to her that is normal behaviour at

this age children. They are more selfishness and they don’t know how to

share. What we can do is chowing them what is right behaviour and how

to share with friends. They will know hoe to do this positive relate to us

in the future.

Page 31, Question 1:

When and where do the behaviour occurs:

Jonty (3.6 years) play in the sandpit on 29th of March. At this time, Kate

play in sandpit as well. Jonty want to make a lake by himself. When he go

to get more water, Kate had moved to the hole and was digging out the

wet sand. Seeing Kate, Jonty became enraged, crying and yelling “Get

out my lake.” when she did not move, Jonty hit her with his bucket.
Possible reasons for the behaviour:

Jonty’s reaction is a mistaken behaviour. The possible reason is from the

family background. Jonty’s parents are both long time workers, so they

don’t have time to spend on Jonty. Jonty normally stay with his

grandparents and they treat him like a baby always. His fine motor skills

are generally poor and contribute to his frustration and poor self-

esteem.

Impact on environment, program, other children:

After Jonty was crying and yelling to Kate and hit her by his bucket. Kate

began cry and said “I hate you”. Then threw a handful of sand at Jonty.

Jonty was about to retaliate when the practitioner arrived.

Page 32, Question 1:

Assumed triggers for the behaviour:

Jonty’s behaviour has changed, he has difficulty relating in positive ways

with his peers, is often unco-operative with practitioners. His self-esteem

is poor and separation from mum is difficult. He is expresses feelings in

inappropriate.

Activities and experiences enjoyed by the child:

Jonty like sea life animals. Educator can play with Jonty at the group

time. Using a tank to put some water and sea animals. Asking Jonty
some open-ended questions. Let him play with the water by the turn.

How will you involving Jonty?

I will use Jonty’s favourite activity at the group time. Let him explore in

the activity and ask him some open-ended question to talk with him.

How will you establish guidelines with Jonty’s family?

I will tell some positive thing to Jonty’s parents first and let them know

what I have observed. Asking them what strategies they use at home.

Tell them how we will do to improve Jonty’s behaviour and development

skills and listen to their opinion about our plan. Suggest them they can

try to spend more time on Jonty.

Page 33, Question 2:

Long term Goal:

Help Jonty improve his fine motor skills and establish his self-esteem.

Short term Goal:

Jonty can play with his peers and share with each other. Have the

positive behaviour to the environment and peers.

Aim for alternative behaviours:

For Jonty can play with the peers and share with them. When he

struggled or upset, he can have the positive behaviour and language.

Intervention strategies:
Provide a quite area to use when over stimulated. Let him sit near

educator during the group time. Using picture cards for the daily routine,

modify activities to suit needs. Using poster or video to tell them the

right behaviour and language we can use at the group time.

Page 34, Question 2:

Amount of time till the plan will be review:

The plan review will be 2 weeks. Because it need be discussed with every

different stakeholders and improve the plan.

Who to attend the review?:

 Manager and all the permanent staff in the Jonty’s room. Because

they familiar with Jonty and they will process the plan in the future.

 Jonty’s parents. Because they stay with Jonty and they are the main

carer. They know more about him than all the educators. And they

can support the plan better at home.

Page 34, Question 3:

 Show the plan to supervisor and manager team, asking the feedback

from them. They can help to improve the plan.

 Show all the educators in Jonty’s room, because they can support

this plan better.