Supporting Positive Behaviour in Children’s and Young People’s Settings

Overview

Framework:
RQF
Level:
Level 2
Unit No:
R/615/9246
Credits:
3
Guided learning hours:
25 hours

Assessment Guidance

Assessment criteria 3.1 and 3.2 should be assessed through actual interaction with children or young people. Simulation is not permitted. Candidates may choose to focus on children or young people in a specific age range when meeting the assessment criteria for this unit.The unit is assessed by portfolio of evidence.

Aim

The aim of this unit is to help learners support positive behaviour in children's and young people's settings. Learners will identify different strategies to use and find out how being a role-model themselves can help promote positive behaviour.

Unit Learning Outcomes

1

Understand the importance of supporting positive behaviour in children’s and young people’s settings.

Benefits of supporting positive behaviour may include:

  • individual child or young person - know appropriate behaviours for different situations, what is perceived as being socially acceptable
  • peers - accepted by others, become part of the group
  • staff in the  setting - able to maximise learning opportunities with the child.

Assessment Criteria

  • 1.1
    Explain the benefits of supporting positive behaviour to the individual child or young person, their peers, and staff in the setting.
2

Understand how positive behaviour can be supported in children’s and young people’s settings.

Ways policies and procedures support  positive behaviour may include:


  • everyone is working to the same goal
  • everyone is applying the same rules and know the boundaries
  • provides a sense of security as everyone knows what is acceptable and what is not.

Ways to support positive behaviour may include:


  • skills - listening, negotiating, persuasion, empathy eg child is tired, not well
  • techniques - consistency in applying the rules, help children to resolve their own issues
  • behaviour - being a positive role model, talking quietly with the child.

Assessment Criteria

  • 2.1
    Explain how organisational policies and procedures can support positive behaviour of children and young people.
  • 2.2
    Outline the skills, techniques and behaviours practitioners can use to support children’s and young people’s positive behaviour.
3

Be able to support children’s or young people’s positive behaviour.

Learners must demonstrate competence in supporting children's behaviour for this learning outcome.

Assessment Criteria

  • 3.1
    Apply appropriate strategies to support children’s or young people’s positive behaviour.
  • 3.2
    Role model positive behaviours for children or young people to emulate.
4

Know how to respond to children’s or young people’s challenging behaviour in children’s and young people’s settings.

Ways to manage challenging behaviour may include:


  • finding out what caused the behaviour
  • negotiating a solution with the child, if appropriate
  • seeking advice and support from colleagues
  • withdraw the child from the situation if appropriate
  • set realistic goals for the child to work towards
  • praise positive behaviour.

Assessment Criteria

  • 4.1
    Outline effective strategies for dealing with challenging behaviours.