Port Folio Objective 2.1

Objective 2.1

Provides a thorough account of these developmental influences, supported by key theorists, frameworks &/or research.

Ability

Using the ‘Belonging, Being & Becoming, educators’ guide to the Early Years Learning Framework for Australia’ I was able to discover that behaviour is a key element to childcare centres and is normally taught in a way that matches what the educators expect from children in their care. The theorist Skinner was able to provide confidence that all negatives can be transformed into a positive with simple steps and management changes. He proposed that not only can children learn good behaviour but if mixing with the wrong association, that good behaviour can be unlearnt. In a centre I believe it to be quite important to have behaviour under control for the students, so harmony is reached and learning can be at its highest rather than having a selected child providing negative influences to other children.

At times there will be children who act inappropriately in their behaviour with unacceptable actions portrayed. When this occurs it is fundamental that we act upon the behaviour fast to help the child understand why this behaviour is wrong. Discipline quite often comes out as anger but I believe the true solution is to help children understand right from wrong using understanding and communication where a change can be made more permanent to acceptable behaviour that is appropriate for the centre. Skinner leads us to believe that children can change for better or for worse and these changes are all dependant on the responses they get to their actions.

The educators hand book states some methods that could be used to control behaviours however some I do not personally agree with. One key method is the use of rewards that is encouraged to reinforce good behaviour. I think this is a terrible idea as children then come to expect a reward for doing something good and rather than teaching children good behaviour, they learn how to be shallow and only do good things for a reward. I would instead tell the child specifically what I enjoyed about their behaviour and why it made me smile which would encourage children to learn positive behaviour based on feeling right and wrong and save gifts or rewards for every now and then without expectation.

Another method of behavioural control is to avoid rewarding behaviour that is not desirable in the classroom. Unacceptable behaviour can come in many forms and Skinner suggests the best method for control is to either ignore said behaviour or remove said child from the equation. I disagree with both of these methods as ignoring the child does not let the child know or help them understand what is unacceptable about their behaviour. Removing a child from the situation where the negative behaviour first happened does not teach the child anything, only makes them feel they are not welcomed and will have negative effects on future behaviour. Rather it is important to communicate with the child, is the child award of how they are behaving? How their behaviour is making other children feel? Why their behaviour is unacceptable? How can they change their actions to come up with a solution and maintain harmony in the centre?

I believe these questions will aid in the understanding and offer a positive response for children who are not ‘naughty’ but are learning right from wrong. The best method that Skinner shares is one that I also agree with where modelling of good behaviour will influence and teach a child how they should behave. Children are then able to see what type of behaviour is expected and acceptable in the environment they are sharing with others. The response will be positive when communication is of an understanding tone rather than a disciplinary tone. When children learn the cause and effects of their behaviour the emotions and conscience will help decide what is right and wrong, causing children to respond the appropriate way.