As early years practitioner my role is to show at all times my personal commitments to treat all parents, children and colleagues in a fair and respectful way. Which gives me to promote positive relationships and be admiring to people’s differences and individuality, for example their age, gender, ethnicity, disability or religion and ensure equal rights for everyone. My current role as a deputy manager and room leader in baby room as practitioner my duty is to build excellent relationships with staff, children and families. I always try to achieve set targets for children to get a best outcome.
My responsibilities as practitioner are to promote and safeguard the welfare of the children in accordance with the Childcare Act 2004. It is important to maintain confidentiality of information obtained regarding children and their families or staff and ensure health and safety of all children and their families. As part of my role is important for me to provide stimulating, well- resourced environment for children. This supports children’s development and emotional well- being. Developing children’s great motor skills indoors and outdoors. Well organised setting will give children opportunity to express themselves emotionally and physically and use their imagination skills with others. As practitioner, my duty is to promote positive behaviour and encourage with praise positive caring and polite behaviour where children learn to respect themselves through activities and their surroundings. As practitioner I decide how to handle a particular challenging behaviour depending on their age and level of development. This involves talking to a child or explaining carefully what is wrong and what is right. There is also important strategies are in place when challenging behaviour occurs. As practitioner is important to be consistent, communicative, to label behaviour not a child and be positive role model to them. If more help needed there are policies and procedures within the setting that has to be followed, also outside agencies that give support if needed to promote good behaviour by valuing co -operation and caring attitude to ensure that children will develop as responsible members of society.
There was always a question, why children behave in different ways? Is their behaviour related to their age, family relationships, or individual temperaments ? A number of different theories and theorists of child development have arisen to explain various aspects of approaches in children’s development and behaviour. To compare and contrast theoretical perspectives on the origins of children’s behaviour and the development of positive self- regard in childhood this essay will talk about three theorists.
The first and well known theorist John Bowlby in which he believed that mother and baby first attachment theory that children needed is continuous relationship with a mother or without it children would be emotionally damaged. Lack of mothers love and care could lead children to aggression and misbehaviour in teenage years. Bowlby believed that an early bond was a framework for later adult relationships, friendships and parenthood. Naturally, in everyday different things happen, according to situations in children’s life as practitioners in early years things and changes in child’s behaviour can be seen and found. Different children will vary, and will depend greatly on the conditions in which they are living. There could be death in the family where after children become withdrawn and emotionally damaged or separation in family where mother and farther are no longer together then a child suffers from inside and outside, they will show no interest in everyday activities or playing with their peers. According to Mary Ainsworth( 1982) studies was carried out where she identified three types of attachment, secure , avoidant and resistant. As part of behaviour, these types of attachments are important for children. Studies showed infants reactions with stranger in the room together with mother a child shows high levels of stress when the mother leaves the room and infant is left with stranger a child’s shows more stress (Mooney. C(2010).
During the late 1930s, according to lack of attachment in early years example of children workers who bump into by the incidence with which children who committed several misbehaviours, children seem to have no feelings were very difficult to treat, found to have unacceptably disturbed relationships, stealing and violence. According to Judy Dunn, attachment theory was inadequate, she suggested that children are highly responsive to the value of relationships and emotional talk within the family. Which children pick up tautness, for example, self-confidence or carefulness. She also argued that children should move away from a simple belief of a being capable to unskilled child. In all situations, were children are in, could depend on the company and environments and behave differently towards different people, or even different times towards the same people. Also Dunn relied on observing children and taking interviews with parents about the child, that indicates practitioners that do same procedures, takes notes observes a child in challenging behaviours ect, if needed parents will be called in to discuss procedures to overcome challenging behaviour. Setting up strategies and awards. According to Piaget (1952; 1968) theory was based on observation on children’s behaviour like mentioned earlier with Judy Dunn.
Talking about awards one of the behaviourist was Skinner, he believed that all behaviour is the result of teaching and simulated which learners get thoroughly rewarded or punished. As all practitioners, teachers and parents they reward a good behaviour and correct the bad. For instance, operant conditioning (Skinner, 1975) occurs when behaviour is formed by outside support process. Reinforce will cause a exact behaviour to occur more frequently, while punishment reduces the amount of a particular behaviour. Positive reinforcement occurs when behaviour is rewarded.