Documente Academic
Documente Profesional
Documente Cultură
ED1003
Giulia Pasquale
20160520
Context
these issues and ways to guide young children to attain the skills necessary
Personal Philosophy
valued and made to feel as though they belong. Despite a childs behaviour,
own individuality so that they can flourish, spread their wings and make their
Behaviour is what children do to interact, meet their needs and make sense
behaviour through socially referencing the things they hear and observe.
practice it. This occurs over time with consistent and positive guidance by a
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they become capable of managing it for themselves. Childrens behaviour is
The social and emotional context of a childs environment deeply affects how
the childs ability to learn. These include how a child feels emotionally at any
given time or in any given setting; the childs ability (or inability) to self-
The role of the Early Childhood educator when presented with these types of
misbehave because they cannot contain their happiness, they are tired,
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Young children need constant guidance. Guidance is an adults underlying
involves how the child manages their own emotions and behaviours. It is a
not given too regularly, as children become reliant on receiving rewards, thus
autonomy.
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Every time a child walks into the door of an early childhood classroom, they
should feel as though they are safe and that they belong and feel confident
they will receive the very best guidance, care and support possible. In my
students rights are protected. They provide students with clear guidance,
Theoretical Stance
through the interactions and relationships they have within their environment
set of Russian dolls (Bronfenbrenner, 1979). The child sits at the centre of
the model and each layer surrounding the child is viewed as having an
microsystem is the layer closest to the child, containing structures with which
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the child has direct contact, including their family, school peers and church
affect or are affected by the child, but do not directly involve the child. These
structures include neighbours, extended family friends and mass media. The
macrosystem includes the culture, laws and customs of the country in which
the child lives. Finally, the chronosystem considers the concept of time and
how it allows for changes in the environment to occur (Santrock, 2007). The
multiple environmental layers evident in each childs world mean that there
are many possible courses of development and that both nature and nurture
a powerful impact on how they develop, and thus how they behave. A childs
Support, 2010).
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A key idea underpinning the Bio-ecological Systems Theory is that children
learn the majority of their behaviour within their microsystem, however with
age, the systems that sit furthest away from the child gain an increasing
influence. Another key concept of the theory is that the external systems
alone dont just affect a childs behaviour. Internal systems such as the
the relationships that form between the child and their educator significantly
impact on the childs behaviour and development (Paquette & Ryan, 2001).
abilities. The educator must also establish and maintain positive relationships
what is regarded as normal in one childs world may not be transferable into
the lives of other children. Thus, when using the model, each childs context
The basis underpinning Glassers Choice Theory is the belief that the only
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philosophy of an internal choice-control mindset explains why and how
people make the choices that determine their behaviour (Glasser, 1998). The
theory proposes that individuals choose their own actions, thoughts and
motivation prompts individuals to behave in ways that fulfil five basic innately
human needs: love and belonging, power, freedom, fun and survival. All
behaviour is purposeful, with the intention of satisfying one or all of these five
needs, which are satisfied through the interactions one has with others and
through ones quality world pictures (the things that make their life valuable)
Choice Theory proposes seven caring habits, which replace seven deadly
2010). Glasser suggested that the habit of criticising be replaced with the
negotiating differences.
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methodology encourages autonomy in children, as it requires them to
These theories hold great truth, value and purpose for me in that they both
where all systems work in conjunction with each other are vital for healthy
development and positive behaviour. I also agree with Glasser in that self
Social/Emotional/Educational Aims
The main focus of an early childhood classroom behaviour plan should be for
citizens within the wider community. In order to achieve this, certain social,
emotional and educational goals should be put in place. The skills developed
in the classroom should lay the foundation for proficiencies needed later in
recognise ones own emotions and how they influence their behaviour
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children to extend this awareness to others. Social awareness is the ability to
children regulate and control their own feelings and behaviours effectively
should have the ability to establish and maintain relationships through clear
considering morals, safety concerns, social norms and the impact of ones
the early childhood setting. The importance of SEL can be seen in the way it
they need to prove that they possess pro-social skills such as sharing, turn-
taking and active listening. Such skills allow children to interact effectively
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Practice
children need strategies and routines that foster autonomy, such as toilet and
drink breaks, how they enter and exit the room and how noise levels should
protect the rights of children to learn and grow personally, a welcoming, safe
and caring environment in which children feel as though they belong should
be created. For example, in my classroom, I will ensure each child has their
own place to keep their belongings, personalised with their name and a
expectations are clearly stated at the beginning of the year and consistently
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lessons will be taught on concepts of pro-social skills and manners to make
example, I may use the low-key technique of the touch to stop misbehaviour
and re-establish a safe learning environment in a way that few (if any)
physical outlet may need to be provided in order for that child to express
allowing the child to briefly retreat outside to run around the oval before
2504 words
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References
Berk, L. (1994). Child development (3rd ed.). Boston, MA: Allyn & Bacon.
Department for Child Protection and Family Support. (2010). Child abuse
and neglect. Retrieved from
https://www.dcp.wa.gov.au/ChildProtection/ChildAbuseAndNeglect/Pa
ges/Childabuseandneglect.aspx
Ferris Miller, D. (2016). Positive child guidance (8th ed.). United States of
America: Cengage Learning.
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Robey, P., Burdenski, T., Britzman, M., Crowell, J., & Smith Cisse, G. (2011).
Systematic applications of choice theory and reality therapy: An
interview with Glasser scholars. The Family Journal: Counselling and
Therapy for Couples and Families, 19(4), 427-433.
doi:10.1177/1066480711415038
The William Glasser Institute. (2010). The Glasser approach. Retrieved from:
http://www.wglasser.com/the-glasser-approach/choice-theory
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