Choose ONE from the four attached scenarios. Create a behaviour support plan(s) for the child in your chosen scenario. Identify the child’s behaviour in context. Briefly outline the behaviour

Continuous Assessment – Child Development 2 – 2025

Positive And Prosocial Behaviour

Assignment:

Choose ONE from the four attached scenarios. Create a behaviour support plan(s) for the child in your chosen scenario.

• Identify the child’s behaviour in context.
• Briefly outline the behaviour that is presenting and describe potential reasons for this behaviour.
• Consider the approach that is currently being used by the educator(s)/adult(s) in your chosen scenario, and whether it is suitable or not and why.
• Develop a plan for the educator(s) in response to the child. More than one strategy or approach can be included in your plan. Explain the reason(s) for your choice(s).
• Consider the perspective and needs of the child in your answer (be child-centred).
• Include reference to relevant child development theory, behaviour theory, and/or other relevant theory to inform what is appropriate for that child’s age/stage and circumstance. Include reference to relevant quality standards, curriculum guidelines, and regulations.

Guidelines:

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Scenario 2:

• Educators: Ashley (lead educator) and Mary (assistant educator)
• Number of children: 10
• Age range of children: 2-3 years of age
• Type of setting: Full day service

One of the rules of the setting, set by the manager who does not work in the room, is that all children must clean up the room before any transition during their day, regardless of age/stage. The educators have taught this rule to the children and remind them daily. One of the children, Millie (two and a half years old), generally follows the rules but consistently has a hard time cleaning up after free play. When Ashley announces that it is time to go outside and reminds the children, “time to clean up,” Millie immediately runs to the door to get her coat, leaving behind a pile of toys. Typically, Ashley must give Millie several reminders before she begins to pick up some toys, but Millie still does not put them away and the whole class must wait for her to finish, often with Ashley’s help. Ashley and Mary would like to help Millie learn to clean up after free play. Some of the other children have begun to taunt Millie, as they are excited to play outside and are growing impatient. Ashley and Mary are unsure of what to do and are worried about breaking the manager’s rules.

Written Work Procedures:

• Do not use first person or second person language ‘I’, ‘you’, ‘my’, ‘me’, ‘your’, etc.
• Use headings and subheadings if/where necessary, according to TU Dublin guidelines.
• Language must be objective use of opinion/ anecdote is inappropriate.
• Font size 12 Times New Roman.
• 1.5 line spacing.
• Use spellcheck.
• Justify (align) text margins on left and right.
• Use Harvard referencing style throughout – see guidelines.
• Include a bibliography in the same document as your assignment, on a new page.
• Bibliography is not included in word count.

MINIMUM of six appropriate academic sources, three of which must be appropriate books/ebooks.

• Turnitin software screens all submissions for plagiarism.
• Wikipedia, very well mind, simply psychology (and similar), blogs, parenting websites, open-sources, etc. are NOT permitted – see ‘Reliable Sources’ PPT on Moodle.
• Lecture slides are not an acceptable source.
• Copying and pasting content from any source (including lecture slides) will result in an automatic fail grade.
• Late submissions will not be accepted, unless in exceptional and certified circumstances – Brightspace will not accept submissions after the deadline.
• See your referencing guidelines and documents that were provided to you last semester, as well as any feedback from previous CA