Expected behaviours linked to children’s age and stage of development:

0-12 months:
● From birth to one year, babies cannot comprehend rules
independently.
● Feelings such as hunger, fatigue and so on are communicated to
adults by their crying.
● They do not understand 'good' and 'bad' behaviour because they act
instinctively and are ignorant of their surroundings.

12 months:
● They don't understand that they have their own identity
● Strangers may upset them because they want to be with people they
know well.
● When faced with a similar situation, they may react differently at
different times. One day they may laugh at it; the next, they might cry
or be upset.
● Following simple instructions is not a problem.
● When trying to gain the attention of an adult, makes sounds, calls, and
shouts.

By 15 months
● The understanding that others are separate beings is not yet fully
developed, but they are more aware of themselves.
● Into everything, exploring without ideas of what is safe to do or touch
● Intensely possessive of those they love, they hate to see their mum
holding another child.
● The ability to distract him/her from unwanted behaviour makes
reasoning difficult. They have mood swings, for example, from joy to
fury in seconds.
● Easily frustrated and may shout or throw objects.

By 18 months
● A greater sense of self-awareness.
● They need to be repeatedly told 'no' and reinforced by actions, such as
moving away from danger, to get the message across.
● Indifferent to others' reactions and self-centred.
● They are easily frustrated when things do not go their way and are
determined to have their own way.
● Throws things, screams, or shouts in response to frustration.
● Shows defiance and refusal to comply with adults in an effort to assert
himself/herself.
2 years old:
● While self-image has improved, others are still not appreciated as
separate individuals.
● As long as they know a trusted adult is nearby, they can play alone for
up to 20 minutes.
● They have a strong sense of ownership over their toys - everything is
mine. Sharing is still a developing skill and should not be penalized. It
has not yet become a way of life. Adults need to regularly and
sensitively intervene in order to teach him/her how to share. When it
comes to toys, it's helpful to have more than two at once.
● Impatience is a normal reaction to demands not being met.
● Even if you are unaware of the cause of their tantrums, this child will
often scream and criticize; they are usually distracted, but you should
avoid rewarding their screaming by giving them your attention and
teaching them alternatives that they can use to gain an adult's
attention.
● Feels affection, fear, anger, and distress and can express them now.
● Understands what others feel and responds appropriately when upset,
hurt or excited.

3 years old:
● Is becoming increasingly independent and knows himself/herself well.
● The person usually thinks he or she knows best and is resistant to
being told what to do.
● Their shyness is lessening as they become more sociable and less
cautious around people they know.
● Generally capable of waiting when necessary.
● Willing to discuss appropriate behaviour and responses and to
negotiate them.
● Is less likely to cast tantrums or act rebelliously when he or she has a
good command of language.
● Behaviour changes suddenly and sometimes without knowing the
reason.
● Good at dealing with a wide range of social situations and likes to
appear well-behaved.
● Understands the emotions of the adults around him and fits in with their
feelings and moods.
● Requires approval on a regular basis. It is important to them that adults
love and appreciate them.
4 years old:
● Ability to negotiate, reason, and take part in discussions.
● Both children and adults appreciate his friendliness and ability to be
helpful.
● Ability to recognise, understand, and articulate one's own feelings, so
they are more likely to act predictably and express feelings verbally.
● Has a great deal of self-control and can control his/her movements
well.
● Engages in activities with other adults and is less dependent on the
primary caregiver.
● Generally understands where to act, when and where not to act in
different situations.
● Enjoys playing with others who share similar interests; they can easily
switch between groups freely and happily.
● Plays with other children in groups but usually needs an adult to
maintain consistency and provide structure.
● Capable of playing imaginatively for long periods of time and able to
persist with complicated ideas for long periods of time.
● Is able to comprehend the past, present, and future, as well as the
present, the past, and the future.
● Argumentative and strong in their ideas.
● There is a need for approval and a growing awareness of the
consequences of misbehaving, which results in some people blaming
others for their actions and denying they themselves were guilty.
● A child may behave badly to get an adult's attention. It is better to have
some attention than none at all.
● To attract attention, they may swear and use forbidden language.

4 - 5 years old:
● Children try to make sense of the world and their role in it, even if they
appear confident, sociable, and talkative.
● Activities become more purposeful, and self-assurance develops.
● In general, they follow through on things more closely.
● They don't need to think about waiting, taking turns, or sharing with
others since it's part of their behaviour.
● When talking to adults and other children, sometimes stubborn,
argumentative, and aggressive.
● In addition to being well or tired, an unwell or tired child still requires
the comfort and security of an adult.
5 years old:
● Is more independent, more self-contained and more self-controlled.
● Needs the approval of adults to support their self-esteem.
● Knows and feels ashamed when their behaviour is unacceptable.
● Will sometimes be overactive, aggressive and argumentative.
● Will argue with parents, but not usually with teachers or other adults
when denied something.
● Will engage in negotiation and bargaining; this is still useful to ensure
good behaviour.
● Is not so easily distracted from anger or frustration.
● Needs to be given ways to regain control when angry; 'quiet time'
supported by adults usually helps.
● They enjoy games that enable them to be competitive as individuals
rather than in teams.
● Still needs adult intervention to adjudicate in arguments.
● Likes to assert themselves by boasting and sometimes threatening
others.
● Loves to be the best and can be very purposeful and persistent to
achieve this.
6-7 years old:
● The maturity and independence of children increase over time.
● Different situations require them to develop different emotional and
behavioural responses.
● Their behaviour in social settings varies depending on the situation.
● Cooperative, friendly, and self-confidence are all qualities they can
possess.
● Sulking, rebellious, and irritable spells may occur.

Explain factors and triggers that may influence children’s behaviour:

A. Environment:
It is possible for them to demonstrate this through their behaviour if the
environment does not meet their needs. Boredom may manifest in various
ways if there is little to stimulate or interest them. Their behaviours may
include throwing things, seeking attention, or being unfocused. It is possible
for them to walk away without engaging in any activity. Children will likely
exhibit positive behaviour in a warm, nurturing environment that makes them
feel safe and valued. In this way, they learn how to behave by observing how
staff treat the children and each other. The likelihood of them getting involved
and participating will increase.
B. Separation from parent/carer:
In addition to having low self-esteem, poor social skills, and a general mistrust
of others, children who have witnessed traumatic separations from their
parents are also more likely to suffer from mood disorders (such as
depression and anxiety). A common reaction to separation is regressive
behaviour, such as bedwetting.

C. Special needs
Behaviour can be affected by special needs in some children. There are many
types of needs, from medical to educational. In the event that a child's needs
aren't met, their behaviour will tell you. You can support their behaviour by
finding out what their needs are. Diabetes can cause a child's concentration to
suffer, and they may become irritable and argumentative when they do not get
a snack. Their behaviour suggests they might need a snack, even though they
may not realise it. Depending on the task, a child may take longer to complete
than others. Their mood may shift if the task is close to completion while they
are struggling with it. It may appear that they are frustrated and upset when
they throw an object or sabotage an activity. This child may have a better
chance of completing the task if he or she is given some extra time.

D. Gender Previous experience

The stages of development will guide the growth and development of all
children. There may be a difference in rate even though the sequence is the
same. As a result, behaviour can be affected. When children reach a certain
age, they may be able to verbalize or physically show the emotions they are
experiencing instead. A parent or teacher passing along gender norms (boys
playing with cars, girls with dolls) to their children is detrimental to their
development and will even affect their behaviour. Their behaviour may be
influenced by their beliefs about what is expected of them. There may be
times when staff allows boys to behave in a way they consider acceptable, but
not girls. We need to ensure that both boys and girls have an equal
opportunity to learn and develop, despite biological differences.

E. Previous experience
The way children behave may be influenced by their previous experiences.
How they behave in your setting might differ slightly from how you would like
them to. Sharing toys with others for the first time may confuse them if they
are an only child at home. There is a possibility that they are unaware that
they should do this. Their feelings and behaviour will need to be managed
around this as they learn to do this.
F. Continuity
Children's behaviour can be supported by structure and routine. Children's
needs can be met by staff by planning ahead. A clear understanding of what
will happen and what to expect gives children a sense of security. Seeing the
same staff daily ensures continuity in what is provided to children.
Parent/caregiver and setting relationships are also sustained when they work
together. As a result, children will feel more secure. In this way, positive
relationships can be built. In a safe environment, children will behave in a
more positive manner. Anxiety can create a confusing and scary environment
when children do not know what staff members they will be meeting or what
will take place when they return to a setting for the next time. Some children
may not be interested in attending and may appear detached when they do.
Clinginess and anxiety may prevent them from forming positive attachments.

G. Consistency of approach
If staff apply them differently, children will quickly become aware of different
rules and sanctions. Confusion and frustration can result from inconsistency.
Children may feel unjustly treated when one child is punished, but another is
not punished for the same thing. The lack of praise that another child receives
for acting similarly can cause a child to become irritable. There can be tension
caused by this lack of consistency, which can lead to behavioural problems.

H. Other children
The development of each child differs. As a result, their behaviour is affected.
A child who grabs a toy from another child in a group might react by lashing
out, knowing it's not okay. A child may have learned from another child that
crying or lashing out gets an adult's attention.

I. The child
The child’s development will influence a child's behaviour. Shared toys,
emotions named, and self-regulation may be possible for children according
to age and developmental stage. There may be times when a child cannot
perform these tasks or may have difficulty doing them.

J. Parent/carers
A home is where parents and caregivers define acceptable and unacceptable
behaviour. It is important for children to learn these rules. In some cases, we
might not agree with these rules. It is important to them to satisfy both their
parents and their teachers. Children may be anxious about their parents
hearing about their behaviour in school and may become anxious and upset if
their parents have an authoritarian discipline style at home. The child may
expect this if no firmness or boundaries are applied in a permissive setting. As
a result, they'll act as if they don't care about the rules.
Explain how the policies and procedures of the work setting contribute to the
understanding and support of children’s behaviour:

We have many policies and procedures in our work setting that contributes to the
understanding and support of the children's behaviour, such as the Personal, Social
and Emotional Policy and Behaviour Management, which can be found on page 86
of the Little Bears Operational Plan and the Anti-Bullying Policy and Promoting Good
Behaviour found on page 43 of Little Bears Operational Plan.

Our many policies enable children and adults to flourish best in their environment
and know what is expected of them. We aim to let children develop self-discipline
and self-esteem in an encouraging atmosphere. By ensuring that we, the staff, are
positive role models showing them friendliness, care and courtesy, we enforce the
rules and follow them so the children can build useful behaviour habits. we will praise
and endorse positive behaviour and take positive steps to avoid a situation where
children get attention for undesirable behaviour.

Behaviour management includes staff being calm and patient whenever

misbehaviour occurs while offering comfort and helping the children manage their
feelings and talk about them to help resolve issues. We, the staff, recognise that
younger children cannot regulate their emotions. In the behaviour management
section, we have a tantrum policy, a biting policy, and recurrent biting and spitting.
We try to discover what led up to this behaviour and if it is a child being
underdeveloped.

An anti-bullying policy is in place; for example, If a child bullies someone emotionally

or physically, there will be a discussion with their parents, and a strategy will be
drawn up to tackle any bullying problems that might arise. For staff, if a staff member
is being a bully, then disciplinary procedures will be taken.

We also promote good behaviour by praising and rewarding the children

appropriately by giving them stickers and using encouraging language and gestures.
By promoting good behaviour, the children learn the value of friendship, develop a
child’s self-confidence and encourage care for one another.
Describe how encouragement and reward are beneficial to:

A. The child
There are many benefits to rewarding positive behaviour. Rewarding children
for good behaviour with stickers or choosing activities encourages them to
behave in an appropriate manner. It is important for the nursery staff to be
able to teach and carry out activities effectively and without interruption
without disruption, with the children behaving correctly to receive high-quality
education and care. As a result of being praised and encouraged, the children
will feel good about themselves, gain confidence, and be encouraged to work
harder in the future. Aside from helping them develop positive habits and
routines, it will also encourage them to keep themselves clean, interact with
others politely, behave courteously to authority figures and develop a general
habit of hard work, for example, getting praised for the effort and hard work
they put forth on a daily basis.

B. Other children in the setting

A second benefit of the reward system is that the children learn from each
other, so by seeing a child receiving a reward for good behaviour, they want
to behave in the same way to receive a reward.

C. Parents/carers
In addition, this applies to the environment in the home. A child will be more
likely to behave well and know what is expected of them if they are brought up
in an environment that encourages and rewards them rather than punishes
them for bad behaviour, so consistency is essential at the nursery.

Outline what is meant by the following terms:

A. Antecedents
Everything that influences behaviour is considered an antecedent, including
the actions, events, or circumstances that led to it.

B. Behaviour
It is important to recognize that pivotal behaviour leads to other undesirable
behaviours. Problem behaviour refers to observed behaviour, such as a
child's actions or actions witnessed or heard by others.

C. Consequences
Consequences are the immediate events following a behaviour, such as the
responses from children and/or adults.
Identify the process for recording behaviour concerns:

Step 1: Discuss your concerns with suitable or relevant staff members.

Step 2: Record what you have seen or heard (observe).
Step 3: Use the correct methods when you observe or record.
Step 4: Respect confidentiality.
Step 5: Follow guidance regarding the timeframe and the methods used.