EDUCATION SUPPORT CHCECE006

Support the behaviour of Young People

Units• Codes:

• CHC = Children• EDS = Education Support• ECE = Early Childhood Education• HLT = Health

• Number represents unit name

Formative Assessment• Formative Assessments are activities done in class or through

self paced learning. • They are usually literal questions (i.e answers are directly from

the text.• Please don’t copy text from the units – paraphrase it to show that

you have understood • These activities can be done in the back of your book and

transferred to assessment handout if you wish OR written straight on to the assessment handout.

• When you hand in the formative assessments • they must have a coversheet• I must date and initial the sheet at the back of the Student Handbook

Attachment.• When handing in your work please wait until I have time… usually at breaks

or after class.

Summative Assessment• Summative Activities are designed to assess you ability to

take what you have learnt in the unit and apply it to a different situation

• These activities can be done in the back of your book and transferred to assessment handout if you wish OR written straight on to the assessment handout.

• When you hand in the formative assessments • they must have a coversheet.• I must date and initial the sheet at the back of the Student

Handbook Attachment.• When handing in your work please wait until I have time… usually

at breaks or after class.

Assessment Are Due• I will not set specific dates for these assessments.• This training has a large number of units (17) and the

workload is quite heavy.• Make sure you keep up to date. • I can be contacted via phone 0409215984 or email

lesleer@djerriwarrh.org any time• Please use the Facebook page DES Sunbury and the wiki

www.des111.wikispaces.com for resources

First Unit• CHCECE 006 -Support behaviour of children and young

people• Is used in many training packages. • Is written with Early Childhood Education in mind but has reference

to Education Support.• This will happen with a lot of units

• There will be overlap – if we have done the activity in one unit and it appears in another don’t do it again … If you wish to you may simple reproduce previous answer.

CHCECE006 SUPPORT BEHAVIOUR OF CHILDREN AND YOUNG PEOPLE

Inclusive Environment• Different Learning Styles• Long term goals for cognitive, social, emotional and

physical environment• Realistic and achievable tasks and activities• Builds on prior knowledge• Actively engages children and young people• Caters for cultural diversity• Sense of belonging• Value of social interactions• Is flexible and adaptive

Learning Styles

Piaget’s Stages of Intellectual Development

Stage Ages

Sensorimotor Birth - 2

Pre-operational 2 y – 6-7y

Concrete Operational 6-7y – 12y

Formal Operational 11-12y - adulthood

Modified Objectives and Activities• Accommodate for individual difference

Extension Basic Assignment

Less complex

tasks

Modified Objectives and Activities• Communication• Participation• AVOID making comparisons• Share time• Inclusive language and gender• Cultural Diversity• Cultural Celebrations

Recognising issues that may impact on Behaviour

• Short concentration span• Lack of reaction to stimuli• Underdeveloped control of bodily function• Unduly violent reactions• Tiredness • Frustration

Task• In groups of 2 Research on of the disorders/dysfunctions

on the next slide• Find out

• Symptoms• Ways of assisting students with these behaviours

• Create a Presentation/Poster to present to the class.

Research• Oppositional Defiant Disorder• Conduct Disorder• Attention Deficit Disorder/Attention Deficit Hyperactivity

Disorder• Asperger’s Syndrome• Dyslexia• Dyscalculia• Dyspraxia• Auditory Processing Disorder• Auditory Processing Disorder• Visual Processing Disorder• Expressive Language Disorder• Motor skills Disorder

Supportive Environment• Variety of equipment and play materials• Rest and play areas• Uncluttered spaces for active play• Individual and quiet play areas• Bright colours, photographs, pictures, and posters for

visual stimulation• Good natural light• Good ventilation and temperature control• Policy and procedures to support safety and security• Qualified, well trained and caring staff

Supportive Environment• Noise• Sensory Overload• Temperature• Ergonomic Furniture• Lighting• Flexibility

Establishing Expectations of Behaviour

• Include children in forming rules• Gently ease into rules• Children should be cognitively able to understand rules

and expectation• Enforcement and Self – Control• Clear, simple and understandable guidelines• CRC

• Communicate expectations• Reinforce Acceptable Behaviour• Check Comprehension

Appropriate Instructions – Verbal Communication

Individual

1. Establish eye contact

2. Be specific and brief

3. Vary tone of voice for effect

4. Ask child to repeat instruction

Class

5. Establish eye contact

6. Be specific and brief

7. Vary tone

8. Watch for those not paying attention

9. Ask individual children to repeat instructions

Non Verbal Communication to Give Feedback

Non Verbal Ways to Gain Attention

Clapping Rhythm

Ring a bell

Positive Reinforcement and Clear Verbal & Non-Verbal Communication• Activity Reinforcements

• Games children enjoy

• Social Reinforcers• Used by adults or peers• Include verbal & non verbal communication

• Token Reinforcers• Tokens or points – marble in the jar star charts

• Natural Reinforcements• Intrinsic • Children get satisfaction from doing the right thing eg child who

plays cooperatively is more likely to be asked to join in the future• Ultimate aim is to move children towards Natural Reinforcements

Tips Positive Reinforcements• Always carry through – kids will remember• Time – provide reinforcement as soon as possible• Only give reinforcement if deserved• Link tangible reinforcement to social reinforcement –

helps to develop self motivation and self control• Tell children why the are receiving reinforcements• Wean the reinforcement slowly• Change the reinforcement regularly – Make them

achievable• Make sure the access to the reinforcement is limited or

restricted