C7provide a Framework for the Management of Behaviour

C7Provide a framework for the management of behaviour

Elements of competence

C7.1Negotiate and set goals and boundaries for behaviour

C7.2Promote positive aspects of behaviour

C7.3Respond to unwanted behaviour

Summary

This unit focuses on providing a framework for all aspects of children’s behaviour. The unit emphasises the importance of positive management and boundary setting as well as management of unwanted problem behaviour. It considers the candidate’s personal response to difficult or stressful situations and the need for sensitivity to and awareness of the individual needs and circumstances of children.

The dimensions of behaviour covered are social, physical and verbal behaviour; behaviour in relation to tasks, to others and to self expression. The element covering the management of unwanted behaviour includes behaviour directly challenging to carers, behaviour which is disruptive/destructive or damaging to the setting or other children, self damaging or personally unconstructive behaviour and aggressive behaviour.

Who this unit is aimed at

This unit is appropriate for workers in all types of settings where children are cared for individually or in groups.

Principles of good practice

Throughout the unit, candidates must show commitment to the values expressed in the Early Years Statement of Underlying Principles. In particular, they must put into operation the Principles shown below in the context of the elements and performance criteria indicated.

Unit C7 / Element 1 / Element 2 / Element 3
Values statement / PCs covered / PCs covered / PCs covered
The welfare of the child / All / All / All
Keeping children safe / 4 / 9
Working in partnership with parents/families / 3 / 5 / 7,8
Children’s learning and development / All / All / All
Equality of opportunity
Anti-discrimination / 4
Celebrating diversity
Confidentiality / 8
Working with other professionals / 2 / 7,8,10
The reflective practitioner / All / All / All

Relationships to other units

This unit is directly linked to and provides a progression path from C4 at Level 2. It also links with the other units at level 3 that deal with the contribution to the development of positive social behaviour including C16.

Element C7.1Negotiate and set goals and boundaries for behaviour

Performance criteria / Type of evidence — state evidence index no(s) / Date
DO / P / W / RA / Q / Other
1Achievable goals and boundaries for behaviour appropriate to the children’s stage of development are identified
2Identified goals and boundaries are appropriately discussed and clarified with colleagues
3Identified goals and boundaries are modified to take account of parental expectations and wishes
4Goals and boundaries specified contribute to the emotional and physical well-being of all within the setting
5The need to set goals and boundaries and the specific expectations for behaviour are clearly explained to children in ways which are appropriate to their developmental levels and level of understanding

Element C7.1Negotiate and set goals and boundaries for behaviour

Range / Type of evidence — state evidence index no(s) / Date
DO / P / W / RA / Q / Other
Behaviour
a)social
b)physical
c)verbal
d)emotional

Notes on this element

• examples of goals; that children should share and take turns, that children should be courteous to others, that children should comfort others who are distressed
• examples of boundaries: that children should not throw sand, that children should not hit others, that children should not verbally abuse or tease others on account of their gender, racial origins or disability
• examples of parental expectations: expectations of children’s behaviour that are based on cultural or religious beliefs or variations in child rearing practices
• examples of where parental expectations may conflict with setting policy: where parents advocate physical punishment

Element C7.2Promote positive aspects of behaviour

Performance criteria / Type of evidence — state evidence index no(s) / Date
DO / P / W / RA / Q / Other
1Activities and experiences provided are sufficiently attractive and varied to minimise boredom and frustration
2Rules and boundaries are applied fairly and consistently within the setting
3The benefits and aspects of positive behaviour are explained in ways that are appropriate to the children’s development levels and level of understanding
4Positive aspects of the children’s behaviour are regularly highlighted to them
5Positive aspects of behaviour are shared with parents and colleagues in ways that enhance the children’s self-esteem and promotes positive expectations for their future behaviour
6Praise and rewards are appropriately used to reinforce positive behaviour

Element C7.2Promote positive aspects of behaviour

Range / Type of evidence — state evidence index no(s) / Date
DO / P / W / RA / Q / Other
1Behaviour
a)social
b)physical
c)verbal
d)emotional

Notes on this element

• examples of positive aspects of behaviour: playing co-operatively, helping others, remaining on-task or concentrating for extended periods, complying with the requests of carers, contributing creative ideas, expressing him/herself effectively, etc
• examples of rewards: chart for good behaviour, choice of favourite activity, sweets, tokens, or other tangible reward etc
• examples of rules and boundaries: that children should not throw sand, that children should not hit others, that children should not verbally abuse or tease others on account of their gender, racial origins or disability

Element C7.3Respond to unwanted behaviour

Performance criteria / Type of evidence — state evidence index no(s) / Date
DO / P / W / RA / Q / Other
1Incidents of unwanted behaviour are handled in a calm and controlled manner
2Timing and method of intervention to incidents of unwanted behaviour are appropriate to the situation
3The application of sanctions is consistent with the policy of the setting and clearly distinguishes disapproval of the behaviour from rejection of the child
4Changes in established patterns of behaviour which are inconsistent with progressive development are promptly and accurately identified
5Factors which may provoke and contribute to unwanted behaviour are appropriately identified and observed
6Information about the child’s background and recent experiences are effectively used to identify factors causing and contributing to unwanted behaviour
7Physical punishment is never used and where physical restraint is unavoidable, the minimum amount, consistent with maintaining the safety of the child and others, is appropriately used
8Concern over the problem and persisted unwanted behaviour are promptly and accurately reported to parents, colleagues and specialists
9Information shared with parents, colleagues and specialists is within agreed boundaries of confidentiality
10Specialist advice and information relevant to the unwanted behaviour is used appropriately

Element C7.3Respond to unwanted behaviour

Range / Type of evidence — state evidence index no(s) / Date
DO / P / W / RA / Q / Other
1Unwanted behaviour
a)self damaging
b)disruptive
c)damaging physically or emotionally to other children

Notes on this element

• examples of unwanted behaviour: refusing to do what he/she is told, verbal or physical aggression aimed at the carer, tantrums, destruction of others’ work, teasing, taunting or verbal abuse of other children, deliberate disruption of games and activities
• examples of self damaging or personally unconstructive behaviour: actions likely to lead to social isolation, headbanging and other forms of self aggression
• examples of contributing factors; certain food/drinks, certain situations or activities, presence or absence of particular children/adults, birth of sibling leading to regression, disruption of family relationships, involvement with inappropriate role models etc
• examples of specialists: senior colleague, psychologist, paediatrician, specialist therapist
• examples of sanctions: withdrawal of privileges, activities or choices

Knowledge specification for the whole of this unit

You must show your assessor that you know and understand the following:

(the numbers after each knowledge statement refer to performance criteria)

Development / Relates to performance criteria / State evidence
Index no.(s)

1. Basic knowledge of children’s development and how this affects their behaviour

/ C7.1.1

1. Techniques for observing and monitoring children’s behaviour individually and in groups, the need to discriminate between relevant and irrelevant information in relation to behaviours needing attention and the principles of constructing a recording system for children’s behaviour

/ C7.3.4, 5, 8, 10

1. The limitations of children’s memory and understanding ad how this may affect their ability to comply with goals and boundaries for behaviour

/ C7.1.1, 2, 6

1. The reasons why frameworks for children’s behaviour are necessary, the concept of socially acceptable/desirable behaviour and how this may vary across settings and cultures

/ C7.1.1; C7.2.3, 4

1. The basic principles of influencing behaviour, why it is important actively to promote positive aspects of behaviour and the principles of positive reinforcement

/ C7.2.3, 4, 5, 6

1. Principles for selecting reward system to be used the factors and circumstances which may support or provoke changes in the usual behaviour pattern of children

/ C7.3.4, 5, 6

1. The concepts and behavioural signs of regression, withdrawal, attention-seeking, anti-social behaviour and self damaging behaviour

/ C7.3.4

1. Key indicators of development and problem behaviour: emotional, physical, intellectual, social, communication

/ C7.3.5

1. The reasons why a calm and controlled manner is important and why physical punishment is not necessary, acceptable or effective

/ C7.3.1, 9
Curriculum practice

1. A range of possible sanctions appropriate for varying situations, including time out and removal from activities

/ C7.3.3
Equipment, materials, environment

1. Behaviour policy of the setting and how this is implemented

/ All PC’s in C7.2; C7.3

1. The 1989 Children Act in regard to physical punishment of children

/ C7.3.7

1. The possible role played by additives and chemicals in food and drink

/ C7.3.5
Relationships

1. The central role played by parents in children’s welfare and development and the bond between children and parents

/ C7.1.3

1. How to listen to and communicate with parents as equals

/ C7.1.2, 3

1. The rights of parents to access of information held within the setting and when and how to share such information with them

/ C7.1.2

1. Variations in family values and practices across cultural and other groupings and awareness that practices also vary within such groups

/ C7.1.2

1. The reasons for offering explanations and discussing socially desirable behaviour with children

/ C7.2.4

1. The importance of boundary setting and consistency of application by significant adults

/ C7.2.5

1. Sources of specialist advice and guidance and how to gain access to them

/ C7.3.8, 9, 10
Knowledge and understanding / Type of evidence — state evidence index no(s) / Date
DO / P / W / RA / Q / Other
There is sufficient evidence of knowledge and understanding for this unit
Evidence requirements / Type of evidence — state evidence index no(s) / Date
DO / P / W / RA / Q / Other
The evidence generated by the candidate meets the evidence requirements for this unit

Assessor/Internal verifier comments

Candidate’s nameAssessor’s nameIV’s name

Candidate’s signature Assessor’s signatureIV signature

DateDateDate

1

Unit: B72P 04 (C7) Provide a framework for the management of behaviour