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Adult to Child..

Child A had been disruptive throughout group time. Then hurt another child, was removed from the situation. Began hitting the practitioner. Key person laughed at them.

Bandura- modelling behaviour
Maslow

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Thinks with Bowlby's attachment theory, Maslow's Heirachy of Needs, Skinner repeating pleasant experiences and Herzbergs motivation theory

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The practitioner was observing the child attempting to use the scissors independently. The practitioner showed the child how to use the scissors by supporting them with training scissors. The adult then encouraged the child to use the standard safety scissors and the child was able to continue cutting the paper by rememering what the adult had showed and told them. This links to scaffolding theory from Bruner.

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Child R had been particularly challenging with not listening to what the practitioners had asked them to do. Child R had been pushing a smaller child, when practitioner E decided that asking child R to please stop the behaviour was not working, practitioner E walked over to child R, got down to eye level and said “If you want to push something lets go over here and push some cars around”. Practitioner E then held out their hand for child R’s hand and guided them over to the cars to push around. When practitioner E pushed a car towards child R they smiled and started to push cars back to practitioner.

Bandura - Modelling

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Comparison of two teachers and teaching styles within carpet time. first teacher is very calm and uses a lot of positive praise, the other concentrated on the negative behaviour and raised her voice at the children.
the first teacher was able to control the class and keep them focused the other teacher had to keep raising her voice and the children  who were unfocused did not respond and indeed more followed their lead.

Skinner - positive reinforcements
Bandura - learning behaviour from others, from observations
Vygotsky - learning from observing others

Performance related pay - effective and non effective teachers - morale issues
Raising voice over time deminishes the response from the child
good classroom management

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Child A relies on LSA to support him on every task so now does not seem to have any interest in listening as knows that he will always get support. The teacher asked child A to listen and would have to complete task independently. Child A looks into space, the teacher then gives positive encouragement saying that she has confidence in him and that he is capable of completing the work and that maybe he could go to Head teacher as a reward if completed to a high trew

Skinner - positive reinforcement

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I observed snack time, where the practitioner supported the children to set up the snack table with bowls and jugs, 7 children then sat with the practitioner around the table and took it in turns to chop fruit. After this the practitioner offered drinks to each child where they took turns to poor their own drink, the children then took turns to take one piece of snack and waited patiently until each child has a piece. The practitioner was role-moddling polite behaviour throughout this time and had their own plate and cup to join in with snack. Once they all had snack on their plate they began to eat and would politely ask for more and was ensuring there was enough to share with their peers. Once the practitioner was finished she got up and washed up her plate and cup, the children then took it in turns to do the same and help clean the table. They then went off to explore the class room.

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Child A has difficulty listening to class teacher. Class teacher comments on all the children that are sat listening to the lesson and praises them for doing this. After child A has watched the children responding positively to the teacher she then listens and joins in with the class.
Bandura- Learning behaviour from others.
Vygotsky- children learn from those around them.

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Montessori- Adult's willingness to observe and plan from observations
Athey- Schematic play in nurseries
Bassot- Reflection/supervisions
Erikson- stages of development shaped by social and cultural differences
Bruce- intrinsic v extrinsic motivation
EYFS- COEL
Bowlby-Attachment
Froebel- outdoor environment
Skinner- operant conditioning
Tuckman- Team formation
Belbin-Team roles
Different leadership styles x3
Would put up example of journal but haven't written it yet!

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A younger girl (Child A) was busy building in the construction area. She was using the bricks to build a tower all by herself. Another younger child came over and saw what child A was doing and started to copy child A by placing a brick on the tower. Child A then started to moan at the child while taking the brick back off the tower. A practitioner was watching and decided to see if talking to child A about how much more fun it would be to work together; child A would allow the younger child to join in. child A next steps is sharing with other children. The practitioner then started modelling the behaviour (Bandura Bobo doll experiment) by taking turns with child A and the younger child. This then allowed for two more children to join the activity of the tower building. When the tower fell down the practitioner again role modelled by laughing which all the children joined in by laughing too.

SWOT.

Woolfson: pro-social-behaviour.

Intrinsic influences (younger brother)

Bendura modelling behaviour

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Bethany Woolley

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Child A picked up the potty after use and tipped it down the toilet – Liking to Bandura: Observing and copying adult behaviour. Child A has watch an adult model this and has now had a go himself.

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Two new children started today. Due to staff shortages the manager is the key person for these children and carried out the home visits and settling in sessions. One is the children is very unsure currently but with plenty of support from her keyperson and some background knowledge on the family she was taken to different activities and slowly became more confident almost a feeling of safety. Once she had reached this level of security she was happier to venture off by herself and interact with other children and adults in the room. She independently went and washed her hands and then encouraged to snack myself. It was after snack that I saw her playing with other children by herself.  Bowlby’s attachment theory and Maslow hierarchy of needs food safety.