It is important to provide children with plenty of opportunities and materials for exploring different roles and learning that people come in all shapes, colours and sizes. Seeing images, books and having stories about children from different backgrounds is important. Some children may not have both parents living together; other children may be using a wheelchair or wear glasses. If you introduce an understanding that everyone is different but still special, children will be more likely to feel supportive rather than hostile to children whose background or needs are different from their own.
Most pre-school settings use home corners and dressing-up areas to help children explore their identity and the role of others. It is considered good practice to stock these areas with a variety of materials, including items from a range of cultures, for example cooking utensils, saris and tunics.
Displaying children’s work
Displaying children’s work and objects shows children that you value them and can give them a big boost. Paintings, models or anything that a child is proud of can be displayed; children can also bring in objects they like from home. It is good practice to avoid displaying only the ‘best’ work as this can make some children feel their work is not good enough.
The links between age, stage of
development and behaviour
You have now looked at the theories of how children learn behaviour. Early years practitioners also need to understand that learning appropriate behaviour is a gradual process which is linked to children’s overall development, although particularly to their language and cognitive development. For example, a 2-year-old will not have the concept of ownership and therefore may often snatch toys.
It is important that early years practitioners have realistic expectations of children’s behaviour. You know that if expectations of behaviour are too high, children can feel that they are failing; if expectations are too low, children may not learn appropriate behaviour for their age.
The chart on the following pages looks at children’s behaviour in relation to their age and also at the role of the adult. It shows the goals for behaviour. The goals are they types of behaviour that early years practitioners should be encouraging, while remembering that the child will not automatically be able to show this type of behaviour. As with any developmental chart, it must be seen as a guide since children vary greatly in their development. For example, a 6-year-old child with learning difficulties may show behaviour that is normally associated with a 2-year-old.
➜ It is important that children have stories about children from different backgrounds
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Goals for behaviour at different ages
Age Stage of development Goals for behaviour Role of adult
1–2 years • Actively explores environment • Is learning from
adults and will copy simple actions • Repeats actions
that gain attention • Alternates between clinging and independence • Has no concept of sharing or ownership; will want what is seen
• To play alongside other children (parallel play) • To carry out simple
instructions, e.g. ‘Can you find your coat?’
• Good supervision: children of this age do not understand the dangers around them.
• Distraction: this is necessary to stop unwanted behaviour; children often forget what they were doing, e.g. if a child wants another child’s toy, offer him or her another toy instead. • Praise: this should be given to help
children understand how to get adults’ attention in positive ways and help them develop good self-esteem.
• Being a good role model: children learn behaviour through imitating those around them.
2–3 years • Easily frustrated and may have tantrums • Less easily distracted • Copies actions of others • Dislikes attention being shown to other children by carers
• Cannot wait for things
• Finds sharing difficult
• Active and restless
• To wait for needs to be met, for example at mealtimes
• To share toy or food with one other child with adult help • To play alongside
other children • To sit and share a
story for 5 minutes • To say ‘please’
and ‘thank you’ if reminded
• To follow simple instructions with help, for example ‘Wash your hands’
• Good supervision and anticipation: children are trying to be independent but lack some of the physical and cognitive skills necessary, which makes them angry and frustrated. Adults need to anticipate possible sources of frustration and support children either by offering help or by distracting them, for example if a child does not want to go out, give him or her a book to look at while getting dressed.
• Praise and encouragement: this is necessary to help children learn what behaviour adults expect from them. Some unwanted behaviour that is not dangerous should be ignored so that children do not repeat it, hoping for adult attention.
• Consistency: children are trying to work out what the limits are on their behaviour. Children of this age start to form patterns of behaviour, for example tantrums or whining. • Being a good role model: children
model their behaviour on others around them. This is especially important at this age as they act out their experiences through play.
CACHE Level 3 Child Care and Education
Unit 2 Development from conception to age 16 years
Age Stage of development Goals for behaviour Role of adult
3–4 years • Follows simple rules by imitating other children, for example collects aprons before painting
• Able to wait for a short while • Enjoys activities,
e.g. painting • Enjoys being with
other children • Able to play cooperatively • Enjoys helping adults • Occasional tantrums, often when tired and frustrated
• To follow rules in game when helped by adult, e.g. playing Lotto • To say ‘please’ and
‘thank you’ often without reminder • To take turns and
share equipment • To follow
instructions of adults most of the time, for example ‘Shall we put the red bricks away?’ • To help tidy up
• Praise and encouragement: this is needed to build confidence; it makes children more likely to show desirable behaviour.
• Explanation of rules: children are more likely to remember and understand rules that are explained to them. • Good supervision: although children
are able to do many things for themselves, they are still unaware of the dangers around them. Most of the time children will be able to play well together, but squabbles will still break out.
• Being a good role model: this is central to helping children learn the social skills they will need to resolve arguments and express their feelings. • Supporting children: this is necessary
so that children can try to resolve their own conflicts, for example ‘What do you think we can do to make sure that you all have a turn on the slide?’ 4–5 years • Plays with other
children without help from adults • Able to
communicate feelings and wishes • Understands the
need for rules
• To ask permission to use other children’s toys • To comfort playmates in distress
• To say ‘please’ and ‘thank you’ without a reminder
• To tidy up after activities
• Providing activities and tasks: these need to be stimulating and allow children to develop confidence. Children of this age are keen to help adults and enjoy being busy. Tasks such as laying the table or getting objects allow children to feel independent.
• Praise and encouragement: this is needed to make children feel good about themselves. This is important because children often start school at this time. They need to feel they are able to be ‘good’.
• Explanation: this is required to help children remember and understand the need for rules or decisions.
• Being a good role model: by this you will help children learn social skills, as they are copying what they see. • Supporting children: this includes
giving them opportunities to resolve potential problems themselves, for example ‘I have some drinks here. How do you think we can share them?’
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Age Stage of development Goals for behaviour Role of adult
5–8 years • Has strong friendships
• Able to argue back • Copies behaviour of
other children, e.g. swearing or spitting • Understands the
need for rules and plays games that have rules
• Understands the difference between right and wrong • Has many self-help
skills, e.g. getting dressed, wiping up spills • To follow instructions from adults • To apologise to others • To listen to others From 6 years onwards: • To work independently and quietly in school settings • To be helpful and thoughtful
• Praise and encouragement: this is required so children do not look for other ways of gaining attention. Praise is needed as children become more aware of others and compare themselves critically.
• Explanation: this should be given so that children can understand the reasons for rules and decisions. Children should also be made to consider the effects of their actions on others.
• Boundaries: as children become older they are likely to argue back so clear boundaries are needed and have to be enforced.
• Being a good role model: children are trying to understand more about the adults they are with. Speech and actions are modelled increasingly on adults they admire.
• Providing activities and responsibilities: this is necessary to help children ‘mature’ as they learn more about their capabilities. Small responsibilities help children to become independent as well as giving them confidence, e.g. asking them to tidy areas of a setting or pour out drinks for other children.