Children Essay

1.1 develop how legislation, frame swear outs, codes of radiation pattern and policies relating to domineering conduct support be applied to have got working exercise.The aspects of my role at bottom our setting ar regulated by our policies and procedures which repair been written with current legislation such(prenominal) as the Childrens put to work. These policies and procedures top of the inning promoting positive behaviour and we wholly follow that as our code of practice as this is an historic ara to both us and altogether(prenominal) our squirtren. We revolve around really much on praise for replete(p) behaviour, respecting each(prenominal) separate and each nis practiser(a)s get holdings, benefactoring each other and if they digestnot do roughlything tho try we give praise for trying.We feel that a nippers behaviour is reflected in how much they feel appraised at bottom our setting, we make sure the tykeren earn planned activities for them t o experience and we allow the tikeren to have their say and we change and mould activities permitting the fryren take the lead and let the activity free flow and it blockades up being a set of fun. We do have a set of house rules which we feel atomic number 18 realistic and very set around house rules that would apply in their own home. We try to be consistent in enforcing these house rules which very much includes our own daughter, we make sure she is included in by-line the house rules the same as all the other small fryren that we look after. thus far all squirtren get out have ms where they misbehave and for this we have several(prenominal) strategies, depending on the age and stage of ability of the infant that we husking that they work intimately for us.* Distraction- We will do away with the child from a blank space and give them an utility(a) activity or we ask the child to help us with a special task and tell them we fill their help. * Ignoring- Dependi ng on the circumstance we whitethorn ignore the bad behaviour as we feel it is being d whizz to get a matchion, we do find this more common with our own daughter too. * Discuss with child- We will take the child to one side and talk to them more or less why we will remove them from the activity if they continue stock-still though we have ont trust to do that only if we want children to understand that their actions have consequences, we be eternally very careful that we explain that its their behaviour that we dont worry not them. We also talk to the child to the highest degree how they are feeling whitethornbe not at that detail but we yield to it later on to weather into if any(prenominal)thing is troubling them that they want to talk about* Time Out- Removing the child from an activity or view and giving them few quiet magazine, maybe even some TV time if this is what their prefer to do, we find that some children burn out and just subscribe some short tim e on their own or with a friend to chill out and relax We will never smack, shake, or injure a child in any way and we will never humiliate a child ever We would always discuss the piazza with the parent on collecting we have never had a smear where we have had to call a parent/carer to collect the child but if the situation necessitate it we would do that. We have found that some children get quite distressed if you tell their parents about their behaviour and this nookie in truth have a forbid reaction so we will collar the parent before the child knows they are here and speak to them in private in our lounge about the situation, confirm how we dealt with it at the time and the outcome and that we have dealt with the behaviour at the time that it happened.1.2 Define what is meant by constrictive preventives. There are a number of forms of sumptuary preventives, the starting signal one is forcible intervention where you have to intervene such as if two children were h aving a fight and you wanted to break them up then in that respect is a good chance that you will need to separate them to calm them carry out. Social intervention is another(prenominal) form of restrictive intervention where you butt joint deal with the situation with speech, body language and seventh cranial nerve expressions. Social intervention is also used in the setting for lawsuit the stair gates to stop the children climbing the stairs, the safety straps on the elevated chair so they dont fall out.1.3 Explain when restrictive intervention may and may not be used.Practitioners will always look for the best achievable way of dealing with situations that may arise, unfortunately thats some clock not the case and there are times where Restrictive intervention may be required when a child is showing signs of un causaable behaviour and everything has been taken into account of trying to reason with them, intervention may then be used, but any forms of intervention are bes t used as a last employ as its always best practice to communicate in a positive way but strongly depending on the circumstances and situation i.e. any injury that may have been nonplusd by a child to another could have been an accident and therefore intervention of any good-hearted may not be required on this occasion.1.4 Explain who involve to be informed of any incidents where restrictive interventions have been used.It outlines in the EYFS that one intervention that can be used however rare that it is, can be that of a physical one, it is used to manage a childs behaviour and it must be recorded and the parents must be informed on the same day as the incident occurred. Our own policies and procedures state that any intervention that has been required will be discussed with you at the time of pick up, written in their handbook if they have one or a phone call will be make on that day by us informing the parents of the incident and how it was dealt with at the time.1.5 Explain why the least restrictive interventions should be used when dealing with incidents of challenging behaviour.I think its always important for muckle who look after children in whatever role they may do to be positive in sometimes difficult circumstances, I dont mean we should praise bad behaviour far from it but we need to show positive reinforcement of some nature in order for us to get the best out of young raft , negativity wont bring out the best in people and will only give them a sense of discouragement and lack of self-confidence, positive feedback will hopefully bring them the confidence they need in life to go from strength to strength so I feel its always important to concentrate on what they can do well and not what they cant do right. For all parties involved in situations of bad behaviour its important if possible to diffuse situations and to try and talk things through to a resolution with the child involved, with safety in foreland.1.6 Describe safeguards that mus t be in dapple if restrictive physical interventions are used.With health and safety in mind there are environments that need to be safe if any physical intervention is required, safety to all is priority in this situation and as unfortunate as it may be, if a person cannot be calmed down by any other means as previously discussed a situation may escalate and turn physical. Its important that all children are safe and therefore removed from the setting and placed with other practitioners in another room away from the threatening behaviour of the private concerned. If any unfortunate event does take place its important that the room is as safe as possible to annul any injury to all involved, remember we are still looking for a peaceful and positive ending here and a physical situation is really the last thing anybody wants.it needs reminding here that its best if 2 practitioners are on standby as witnesses may be needed if things got out of hand and if anything was ever required f rom a medical point of view.2.1 Explain the difference between proactive and reactive strategies. These are both at each end of the spectrum, a Proactive strategy is about us preventing a situation that we perceive may happen , a reactive strategy is something that hasnt happened yet and something we may have to react to, a negative situation that we may have to turn into a positive one.2.2 identify the proactive and reactive strategies that are used within own work role. To use these strategies its about us seeing, auditory modality and being aware of situations almost in a psychic form that may develop in our setting, for us to react and respond in a way to prevent something we feel may happen, as it may have happened before so will it happen again?, this could be any type of issue or situation and any act that is carried out by a child such as crying, warring behaviour, smacking, biting, arguments , an suit of a situation that has occurred with us in our setting are as follows , a proactive and reactive example of the way we work would be to plan an activity when 2 of the children that are involved in this dont get along very well but we want them to feel included in the groups activity ,its our mull over to understand what happened previously when we did this activity and the cause of the situation in the first place we can then implement change for next time and see if there is any change in the behaviour of the child or children if resolved then fine, if not its up to us again to look at the cause and then try another method , methods used in situations like this would be to Use our acquaintance in order to avoid escalation, containment, use diversion as a strategy, use mediation, challenge and explain to children the consequences of their actions, support children and help them resolve situations to a positive end.2.3 Explain the importance of identifying patterns of behaviour or triggers to challenging behaviour when establishing proactive or react ive strategies to be used. wish well Ive moved(p) on earlier its about identifying the early pattern signs that triggers children to cause disruptive behaviour and for us to intervene and preventing it from escalating further, its usually in our case quite easy to spot as you will see situations from time to time where you may find a child can start something and others will follow and do the same thing , an example of this would be where a child has been given something to do but has no interest in what they are doing, with nothing to do they begin to run around the play area and cause other children to do the same, its up to us to identify and intervene with this before it happens , a warning sign can sometimes be a change in their mood and other causes are as follows. Boredom give them something to localize on. insufficiency of choice its so important for them to them to be excite make sure there is plenty of choice in scathe of things to do. Frustration in not being able to do something. Lack of attention make sure we communicate with them and show positive feedback if their doing something well. ruckus and noise make sure of a calm environment. Too galore(postnominal) children doing an activity move make sure there another alternative activity A difficult one to identify is sometimes when theyre not well, all children are diametric and react in different kinds of ways, some will communicate and engage well and some wont.2.4 Explain the importance of maintaining a person or child-centred advancement when establishing proactive strategies. intriguing behaviour can be an undivided thing and not all children react in the same way or react at the same level there can be different degrees in the severity of the behaviour. When dealing with inappropriate behaviour its important that each child is handled as an individual and not as a group, this shows that we are capable of adapting to each single case and it must be famed that a technique that may suit one child may not suit another, treating the children as individuals is also gives them a sense of value as they are treated as individual young people. Like weve said often despite the circumstances a positive stagger on the situation is always a good one to end with.2.5 Explain the importance of reinforcing positive behaviour with individuals.All people like to be praised and look for approval its only human nature and children are no different, to be positive as a person comes from positive behaviour itself, its always what we strive for and to be as a person, its vital that we show encouragement, praise and to be positive when they do something well if children are not praised for doing something well or they dont get encouragement in a positive way they will look for attention in another ways, this is usually from a negative point of view i.e. they will start to show challenging behaviour in order to get a response this is most sure what we dont want ,as its not only bad for the child in question but the practitioner will find frustration in the fact that the feeling they now have could come crossways to the child in a negative light and that was something they were trying to avoid initially. You can now see that reinforcing positive behaviour is a good thing and the children mirror this situation by acting appropriately well and in a positive light.2.6 Evaluate the impact on an individuals well-being of using reactive rather than proactive strategies.The use of a reactive approach towards a child is more of a negative one I feel, as an incident has already occurred and there will be a consequence for the childs action, whereas a proactive approach is more of a positive one as it outlines from the start the behaviour that is expected from them, children as they are need regular reminders of good positive behaviour and if a proactive approach wasnt used in the first place and an incident has occurred , the reactive approach after the incident has taken place can make the child in question feel a sense of confusion ,they may feel ashamed, humiliated and a whole host of negative feelings even if they are expressed in a positive light.