FOSTERING ACCEPTABLE BEHAVIOUR
Rhedir gan School of Educational Sciences
20.000 Credydau neu 10.000 Credyd ECTS
Semester 1 a 2
Trefnydd: Miss Rowena Hughes-Jones
- To understand the relation between the personal, emotional, and social development of children and positive behaviour.
- To understand the psychology of implimenting praise of promoting positive behaviour.
- To study critically methods of promoting positive behaviour.
As part of this module students will spend time on placement at an Early Years establishment to observe how these methods are implemented.
- The importance of (i) fostering a constructive relationship between adults and children; (ii) creating a favourable environment for children; (iii) fostering strong self-worth in individuals.
- Methods of fostering emotional development through providing children with strategies for dealing with strong emotions.
- Methods of fostering children's social and personal skills as techniques for solving problems or becoming friends.
- Using support and praise.
- Using rewards and incentives.
- Dealing with misbehaviour: (i) ignoring it; (ii) redirecting it; (ii) the consequence of misbehaviour for the child.
- Successful methods such as those of the Dina Schools in Webster-Stratton's scheme The Incredible Years and Social and Emotional Aspects of Learning (SEAL), Circle Time by Jenny Mosley.
Satisfactory understanding of the methods of promoting positive behaviour.
A good overall grasp of how various methods of promoting positive behaviour are implemented.
Able to evaluate critically the various approaches of promoting positive behaviour.
Demonstrate an understanding of the relation between children's emotional development and positive behaviour;
Know why positive methods of praise and support are successful in promoting positive behaviour ;
analyse the strengths and weaknesses of methods of promoting positive behaviour.
|Essay 2000 words||50.00|
|Portfolio 2000 words||50.00|
Strategaeth addysgu a dysgu
Notional Learning Hours: (a) Contact Time – e.g. in classroom, or fieldwork 44 hours (b) Private Study – reading time, preparing and taking assessments 156 hours
Total 200 hours
Format of Teaching: Lectures 20 Hours Practical work on placement 24 Hours
10 lectures x 2 hours each 20 hours 4 placement days @ 6 hours per day 24 hours
- Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
- Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
- Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
- Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
- Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
- Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
- Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
- Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
- Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
- Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
- Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
- Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
- Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
- Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
- Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
- Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath
Sgiliau pwnc penodol
- reflect upon a range of psychological sociological health historical and philosophical perspectives and consider how these underpin different understandings of babies and young children and childhood
- apply multiple perspectives to early childhood issues recognising that early childhood studies involves a range of research methods theories evidence and applications
- integrate ideas and findings across the multiple perspectives in early childhood studies and recognise distinctive early childhood studies approaches to relevant issues
- evaluate competing positions in relation to the construction of babies and young children and childhood by different subjects societal agents and time place and culture
- constructively critique theories practice and research in the area of child development
- demonstrate knowledge and awareness of the skills needed for different pedagogical approaches including: - the necessary depth and strength of relationships with individual children and children in groups and the facilitation of the building of relationships with and between children - the formation and promotion of mutually respectful relationships with families colleagues other professionals and communities
- critically explore examine and evaluate the significance of the cultural historical and contemporary features of various policies institutions and agencies in regard to babies young children and childhood
- plan for and where appropriate implement play and the curriculum assessment evaluation and improvement of creative learning opportunities taking account of young children's health and emotional well-being
- lead support and work collaboratively with others and demonstrate an understanding of working effectively in teams with parents carers and other professionals 11
- demonstrate an understanding of how to plan for and where appropriate implement meeting and promoting children's health well-being protection and safety and the conditions that enable them to flourish
- use skills of observation and analysis in relation to aspects of the lives of babies and young children
Rogers, B & McPherson, E., (2008) Behaviour Management with Young Children. London: Sage Publications Shelton, F., & Brownhill, S., (2008) Effective Behaviour Management in the Primary Classroom. Maidenhead:Open University Press Webster-Stratton, C., (2005) The Incredible Years. A Trouble-Shooting Guide for Parents of Children Aged 2-8 Years. Seattle: Incredible Years Webster-Stratton, C., (2007) How to Promote Children's Social and Emotional Competence. London: Paul Chapman Publishing Jenny Mosley., (1996) Quality Circle Time in the Primary Classroom: Your Essential Guide to Enhancing Self-esteem, Self-dicipline and Positive Relationships. Cambridge:LDA Publishing Woolfolk, A., Hughes, M. and Walkup, V., (2013) Psychology in Education, Pearson: Essex Doherty, J and Hughes, M., (2009) Child Development Theory and Practice 0-11, Pearson: Essex. Meggit, C .,(2007) Child Development. An Illustrated Guide, Heinemann: Oxford Dix, P., (2010) The Essential Guide to Taking care of Behaviour:Practical Skills for Teachers London: Longman.