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Positive Variation Of The Good Behavior Game

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Positive Variation Of The Good Behavior Game

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Positive Variation Of The Good Behavior Game

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Discuss About The Positive Variation Of The Good Behavior Game.

Answer:
Introduction
Positive behaviors among children can be promoted by having a constructive or positive approach when dealing with the children. This refers to encouraging or congratulating the children on successful things that he or she does but not just concentrating on the negative things that the children do.

Examples of things that one can do to promote a positive attitude among children are

Be a role model or an example to that child
Most children will learn from what their elders do than what they say. So to promote positive behavior, you must ensure that everything that you are doing is appropriate for your child because he or she will be watching.
Keep things simple for your child and positive
Give your child clear instructions which he or she can understand easily, and this will enable a child to understand what he or she is supposed to do.
Delegate responsibilities and consequences to your child
Giving your child tasks to do will help you analyze the behavior and attitude towards specific tasks. This will help you control some poor behavior among your child as he or she grows up.

Keep the promises you give to your child
Keeping promises helps your child to learn on trusting and respectful. This helps the child always to be assured and not to doubt what promises you give either good or bad.

You can gather information from the child in several ways such as;

Interacting or being more close to the child such as playing with her will help get more relevant information.
You can as well ask the child some questions which you think he or she can answer and if the child is interactive, then you will be able to get more reliable answers. According to (Peterson, Luze, Eshbaugh, Jeon & Kantz, 2007) families can be the primary source on more information about the child since the spend most of the time with the child and can learn more about the child behavior and attitudes.
You can also observe how the child is doing things and you will find some something about the child either he or she is social or anti-social. What he or she likes can be learned through observation.
You can also learn about the children’s likes and dislikes by asking the guardian or the parent this information. He or she will tell you more about his or her child because they interact more and he can know on more aspects of what the child loves most and what he doesn’t like.
On consulting children and how you can consult them;
When dealing with young children, it’s always good to make sure that their parents are aware that you want to ask their children about certain things. This request has to be made either through a written note, or you can consult on face to face request. If the application is accepted, take the children to an environment where they will feel free and can express themselves freely without fear. Ensure that there is a lot of fun in the background of your choice. Make the children feel that they are more valued and then present your concern a simple way, fun way and easy to be understood.
Discussions
You should not let Darcy gag on Abby as this will affect Abby’s psychologically and will make her feel like she is not as good as other children. You should stop Darcy immediately from this behavior so that Abby can also feel as important as other children and also not to make other children doubt Abby that she smells. Wolery, M, (2005) stated early interventions focused on shaping children behavior are important in all children care institutions.
Abby will feel inferior at the first time when Darcy shouted that she smells but when you take an initiative of stopping this and make them understand that they are all equal she will feel great and happy again.
Since Darcy is an attention seeker, stopping her from what she wanted to happen will make her feel like she has not achieved what she wanted and caution will help her not to do the same thing again.
The other children should be told that what Darcy has done is not right and no one should try to undermine anyone in public like that and it should be a caution to everyone.
I would not say anything to their parents as long as I feel the matter is settled and both children are happy and engaging with each other well.
You let the children come up with their idea first as this will help you understand what they know first. In case they miss out something on their design, you can help them in adding something you feel should be included in the plan.
You explain to the children the importance of safety and also solve the problem or why it’s wrong to have a particular item at a given place until the child understands.
Key safety issues to be looked at among them is enough space within the room’s layout, proper ventilation and good access within the room layout.

Case Study One
She should ensure that she actively listen to all children and to set her standard at children’s level. This will make the children be free with her and able to raise their concerns to her when they have any. She should ensure that all the children are free with her and be a role model to all the children. Since the children would mostly learn what she does most, she should ensure that what she does is the correct thing which the children can learn from. She should also ensure that she keeps things simple and positive among her children and that she encourages them on positive things that they do. This will give children in handling a variety of tasks, and it will also help them realize their abilities easily. Hyson, Marilou, (2008) suggested that a good relation between children and their teacher will help the learning process to be effective. This can be achieved through active listening to the children’s concerns and addressing them accordingly.
She can encourage the use of nonverbal communications such as body language, gesture, and pictures. She can promote Dragon to start practicing simple word which can be well heard with all other children through the provision of simple word books to read so that he can learn and practice these words. She can also ensure to be reminding Dragon to change his words construction everytime he mistakes so that he can be used to simple English that can be understood by everyone.
The nonverbal communication that can be used is like using pictures in most of her conversations with Dragon. She can come up with critical photos which she would like Dragon to learn most and also to ensure that Dragon can learn from the body language and gestures. She can then ask Dragon to practice coming up with the same pictures and reading them out as this will help him polish his words pronunciation. Carlson, Frances M, (2006) claims that the use of non verbal communications in learning institutions is very essential to emphasize on some words through facial expression and body language.
She can make them learn from her by being a role model to the children. This will help children take her characters, and if they are right and confident, they will also behave in that way. Kantor, Elgas, & Fernie, (1992) stated that children learn from one another in their group. Giving children ability to learn from one another can be of essential to them as this will increase the knowledge they get from their colleagues and the tutor. According to (Howes, C., & Hamilton, C. E, 1993) keeping good relationship between teachers and children helps children in both social and emotional development .She can also keep things simple for the children so that they can easily understand what is expected of them and thus easy to follow and practice. She can also encourage positive behaviors by supporting them when they do good things but not talking negatively to them as this will discourage them even trying out new things, and as a result, it will make it difficult for the children to realize their abilities. She can also make them cooperate by making sure that she keeps her promises whether good or with the consequences. This will make the children not to doubt her but instead always in their minds know that whatever they are told will come to happen and thus this will promote good cooperation between her and the children. Wright, R. A., & McCurdy, B. L. (2012) stated that supporting positive behavior enables the child to realize more his or her abilities and this should be encouraged in learning institutions
Su-Lin can come with policies such as coming up with rules within the family daycare. She can also explain to the children on every state within the family day care and that whoever goes against the rules would be punished heavily. This will make the children have some standard way of behavior within the family day care and be aware that if they engage in things they are not supposed to do they would be punished. For example, if one fights with another would be punished and sent home and reported to her parent or guardian on the misconduct. According to (the Guilford Press, (2013), good communication skills are necessary when managing negative behaviors in children. This is essential for proper communication and avoidance of conflict.
Example of forms of management that she should not use is; use of strict rules and withdrawing privileges. If she implements these forms, it will make most her children to be more inferior and will always avoid her because of the punishments or the consequences of wrongdoing. This will make most of the children not to utilize their abilities fully and also be they will not learn positively from one another.
Su-Lin can ensure that she explains to all children that they need to respect one another and to help those who are disabled as it’s not their wish to be the way they are. She can narrate to the children a scenario of how someone got into an accident and, but at the moment that a person is a great person. This will instill some respect among the children to one another, and this will increase care amongst them especially the disabled and those that do not come from able families. According to (Scribner, 2012) communicating to the children at their levels creates a more room for understanding between each other.
She can put in place rules with consequences to that anyone using stereotype language will be punished and that its everyone responsibility to take care of one another.
She can narrate to them stories on the disabled or the poor situations and how they can be great persons in the future. Good JJ, Woodzicka JA, Wingfield LC, (2010) stated that stereotype behavior can affect children behavior in the learning institutions and should be highly discouraged. Instead all children should be informed that they are all equal and everyone has his own or her abilities.

Su-Lin can ensure that those children from the wealthy families do not gag other children from low-income families. This can be achieved by for example teaching them about caring for one another. This will help neutralize the grounds of richness.
For those children with exceptional abilities, she can encourage them to continue putting more effort into what they are doing and also support and help other children in realizing their talents for example football playing.
For the children from a different ethnic background, she can make sure that they interact well with other children within the daycare by for example setting one language to be used within the daycare.
For those with different interests and experiences, she can help them realize more what they would wish to gain and encourage them to do more if they are doing positive things, for example, providing them with materials which will help them more if they are available.
She can achieve collaboration with her children by ensuring that infrequent occasions she brings her children together in an activity where they can share and have fun together freely. This can increase the much-needed cooperation among all children across all ages and from different backgrounds. According to (Ontario Ministry of Education, 2006) both the parents, teachers and students need to understand the importance of learning and work together in making it an a successful process.
She can advise them that having a picnic is not bad but for the timings of the picnic she needs to ask both parents for the permission for that. She can also advise them that they are still young and having a picnic in the dark would need someone who can guide them while they are out so that in case there’s anything they can get the much-needed assistance they need. Meanwhile, she can explain to them that it would not be possible until she finds someone who will take care of them or she needs to consult both parents if they accompany them. This is supported by (Woods, J., & McCormick. K, 2002) that stated that involving children’s family or parent in matters affecting their children can help yield more positive results through participation, assessment, evaluation and decision making.

References
Carlson, Frances M. (2006). Essential Touch: Meeting the Needs of Young Children. Washington, D.C.: National Association for the Education of Young Children.
Good JJ, Woodzicka JA, Wingfield LC, (2010). The effects of gender stereotypic and counter-stereotypic textbook images on science performance. J Soc Psychol; 150(2):132–147. doi: 10.1080/ 00224540903366552 PMID: 20397590
Howes, C., & Hamilton, C. E. (1993). The changing experience of child care: Changes in teachers and in teacher-child relationships and children’s social competence with peers. Early Childhood Research Quarterly, 8(1), 15-32.
Hyson, Marilou, (2008) Enthusiastic and Engaged Learners: Approaches to Learning in the Early Childhood Classroom. New York: Teachers College Press.
Kantor, R., Elgas, P. M., & Fernie, D. E. (1992). “Cultural knowledge and social competence within a preschool peer group.” Early Childhood Research Quarterly, 8,125- 147
Ontario Ministry of Education. (2006). The Ontario curriculum grades 1-8: Language. Retrieved from www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf
Peterson, C. A., Luze, G. J., Eshbaugh, E. M., Jeon, H. J., & Kantz, K. R. (2007). Enhancing parent child interactions through home visiting: Promising practice or unfulfilled promise. Journal of Early Intervention, 29, 119–140.
Scribner, (2012). How to Talk So Kids will Listen & Listen So Kids Will Talk. Adele Faber and Elaine Mazlish. New York, NY:
The Guilford Press, (2013). Your Defiant Child, Second Edition: Eight Steps to Better Behavior. Russell A. Barkley and Christine M. Benton. New York, NY:
Wolery, M. (2005). DEC recommended practices in child focused interventions. In S. Sandall, M. L. Hemmeter, B. J. Smith, & M. E. McLean (Eds.), DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special ed
Wright, R. A., & McCurdy, B. L. (2012). Class-wide positive behavior support and group contingencies: Examining a positive variation of the good behavior game. Journal of Positive Behavior Interventions, 14, 173-180.
Woods, J., & McCormick, K. (2002). Welcoming the family: Engaging family participation in assessment and evaluation. Young Exceptional Children, 6, 2–1

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