Discuss about the Understanding and Supporting Behaviour for Software Development Process.
While talking about the children it is quite necessary that they should always get more emphasis in their behavioural aspects. That is the reason Benner et al said that the behaviour of small kids in school is a part of concern as well as the challenge for the teachers. Therefore for that reason government also paid attention towards the behaviour of the students which is also termed as the educational issue (Benner et al., 2014).
Due to this, the report is prepared to focus on the case study of five-year-old child Gemma. The report focuses on the proper understanding of the behaviour types of the children. Along with that it also focuses on the developing the brain of the children which is quite reflective from the case study of Gemma.
This report is based on a case study showing behavioural aspect of a five-year-old child Gemma. She is a child attending the preschool or kindergarten. And being her teacher it is quite necessary to keep a check on her activities. While meeting her parents I discussed regarding Gemma personally (Dennison et al., 2013). In that discussion, I described her parents that how Gemma loves to play games but at the same gets irritated and upset when she starts losing or waiting for her turn.
According to Dill & McNeil, at many times Gemma is noticed to have indulged in high-level conversations and at that time she does not listen to what she is asked for. In this manner, she also does not focus on her task and keep on chatting continuously (Dill & McNeil, 2013). Apart from that, I delivered to her parents that she has an advanced hand for art. At the same time, it is also important to inform her parents that in the duration of last three months Gemma has created four separate occasions in which she has several outbursts.
In those occasions, Gemma suddenly physically struck out at other children by punching and kicking them. Also, Gemma has been noticed of pinching other students and running away to escape from there. So after all these notifications of behaviour from a child, it is necessary to carry out the process to make her understand the behaviour in the learning environment (Gardner, 2015).
In the process of understanding and supporting behaviour, it is necessary for a pre-school teacher to understand the behaviour of a child. Therefore the behaviour of a child is like a particular action which they want to conduct themselves (Greca, 2016).
The child is basically not aware of the situation how his or her behaviour gets negative of positive. And the most important is if the child is showing some kind of behaviour then it is a must that there must be some kind of reason behind that. As per Hurlock-Chorostecki et al, that is the reason if the child is showing a behaviour that is surprising us then it is most important to know why the child is showing such behaviour (Hurlock-Chorostecki et al., 2015). Therefore there are drivers that drive the behaviour of the child as in the case of Gemma. This behaviour of the child is basically driven by the rules, societal constructs or the tolerance.
Depending upon these there are various other factors that figure out as a different kind of behaviour in children. Again the children possess different kinds of behaviours like negative behaviour, aggressive behaviour, disruptive behaviour, emotional behaviour, tired behaviour, whining behaviour, shy behaviour and many more types of temper tantrums (Muthumanickam et al., 2016). Like for example in this case of Gemma, she has the aggressive behaviour, disruptive behaviour, and whining behaviour. So the teacher informed all these documented actions of Gemma in front of his family.
All these behaviours shown by Gemma are the part of the negative behaviour. Therefore when this type of behaviour triggers within the child as in Gemma it is necessary to know what is the reason to bring control to this kind of behaviour (Minahan, 2014). The stage of pre-school for a child is the particular stage in which it starts showing the symptoms of frustration. It is just because they want to express their needs and become unable to do that by which the child gets irritated and frustrated.
At that time it is the role of the teacher to provide the right knowledge to the child and support him or her. The teacher also must get into proper knowledge regarding what is happening in the room full of children with the help of which the teacher can get proper knowledge to sense the trigger within the child (Marshall, 2016).
The ethics of child behaviour says that the children in their initial phase flourish themselves when their needs are fulfilled. Those needs basically include personally, emotional and social needs. These needs can become a fruitful base for their behaviour. Therefore in the learning environment, the children like Gemma need to learn many things in the learning environment (Riding & Rayner, 2013).
The procedure further includes that how to make the consideration of its views and feelings, needs and rights of others and apart from that their behaviour upon the people, objects and places in the learning environment (Spence & Deci, 2013). Due to this reason, the report includes a work involving a developmental task that includes the support, encouragement, and teaching. The teacher, therefore, let the children learn regarding the attributes to be handled in the school.
Along with that more emphasis should be given to discourage the negative trait of the child and encouraging the positive trait of the child. Therefore these implementations of the principles will help in attaining the positive behaviour along with promoting the social, personal and emotional development of the child (Zhao, Qi & Xie, 2015).
In general, the strategies that have to be implemented must include the process in which staff must be with the partnership with the parents to carry out the process. The volunteers will help the children in providing the positive model of behaviour in maintaining a friendly environment. In that process, the parents must be informed in short intervals regarding the behaviour of their children by the key person (Spence & Deci, 2013).
In this behaviour the help of the parents is basically needed in dealing with the negative or inconsiderate behaviour of the children. Therefore the principles that have to be implemented must take care of the encouragement of the positive behaviour and discouragement of the inconsiderate behaviour (Zhao, Qi & Xie, 2015).
The negative or inconsiderate behaviour is raised within the child due to frustration which can be handled by applying the following methods. As per Muthumanickam et al, the basic thing that has to be done is speaking with the child very clearly that what lets him be negative or angry or sad. After that, the duration of talk must be increased (Muthumanickam et al., 2016). It must include the talk regarding some realistic achievable goals or anything that will drag the attention of the child. Again depending upon that the child should be given coaching by focusing upon both positive and negative behaviour.
In this coaching the focus of the coach must be on one issue and in that there will be the addressing for the particular behaviour that needs to be changed. As per Dill & McNeil, the most basic part to start the coaching is to start with the physical behaviour like in the case of Gemma (Dill & McNeil, 2013). While providing coaching to Gemma it is quite necessary to make her understand regarding the physical behaviour so that she will be able to understand that.
Apart from that, the coach must not make the child realise to be wrong rather the child should be encouraged in the part in which they are positive, like in the case of Gemma. According to Muthumanickam et al, She is quite advanced in artistic work so she must be encouraged in that part. Afterward, the coach must introduce the child with a good behaviour chart in which the child needs to choose the options (Muthumanickam et al., 2016).
In that case, the coach will definitely provide the right information regarding what is right and what is wrong. It will make the emergence of the step of positive redirection. In that process the child is given positive reinforcement from the coach by which the attention of the child gets diverted. At this time mostly the child regains what is wrong and what is right. But still, if the situation persists then it is the time to take assistance to change the behaviour of the child (Dill & McNeil, 2013).
Now while it is necessary to get rid of the negative behaviour of the child but at the same time, the child must be encouraged with its positive behaviour. Like in this case of Gemma, her physical behaviour and all other disruptive and whining behaviours she has the artistic hand. If in case she will be encouraged with it then get attention will get diverted from ail other inconsiderate behaviours.
Therefore the strategies to make the encouragement of the child for its positive behaviour include the praising and rewarding for its good behaviour. Along with that specific steps should be taken to set out various engaging experiences to keep the child busy so that the child will get engrossed in the positive work (Marshall, 2016).
After that the small group can also be created to make the child regularly encouraging that will help in building the relationship with the child. Also, the child must always be encouraged to keep the hands on always to be creative. Lastly but most important is to make the promotion of parent and child input in the classroom which will encourage the child to gain more efficient learning.
The report puts focus on the behavioural aspect of the chid including both negative and positive. Along with that, it brought the strategies by which he negative traits of the child can be treated and the positive behaviour of the child can enhance.
References
Benner, K. M., Feather, M. S., Johnson, W. L., & Zorman, L. A. (2014). Utilizing scenarios in the software development process. Information system development process, 30, 117-134.
Dennison, L., Morrison, L., Conway, G., & Yardley, L. (2013). Opportunities and challenges for smartphone applications in supporting health behavior change: qualitative study. Journal of medical Internet research, 15(4), e86.
Dill, J., & McNeil, N. (2013). Four types of cyclists? Examination of typology for better understanding of bicycling behavior and potential. Transportation Research Record: Journal of the Transportation Research Board, (2387), 129-138.
Gardner, B. (2015). A review and analysis of the use of ‘habit’in understanding, predicting and influencing health-related behaviour. Health Psychology Review, 9(3), 277-295.
Greca, I. M. (2016). Supporting pre-service elementary teachers in their understanding of inquiry teaching through the construction of a third discursive space. International Journal of Science Education, 38(5), 791-813.
Hurlock-Chorostecki, C., van Soeren, M., MacMillan, K., Sidani, S., Donald, F., & Reeves, S. (2015). Nurse practitioner interactions in acute and long-term care: an exploration of the role of knotworking in supporting interprofessional collaboration. BMC nursing, 14(1), 50.
Muthumanickam, P. K., Forsell, C., Vrotsou, K., Johansson, J., & Cooper, M. (2016, October). Supporting Exploration of Eye Tracking Data: Identifying Changing Behaviour Over Long Durations. In Proceedings of the Beyond Time and Errors on Novel Evaluation Methods for Visualization (pp. 70-77). ACM.
Minahan, J. (2014). The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related and Oppositional Behaviors. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.
Marshall, L. (2016). The RVN’s role in educating and supporting clients in managing behavioural problems in their pet. Veterinary Nursing Journal, 31(8), 245-247.
Riding, R., & Rayner, S. (2013). Cognitive styles and learning strategies: Understanding style differences in learning and behavior. Routledge.
Spence, G. B., & Deci, E. L. (2013). Self?determination theory within coaching contexts: Supporting motives and goals that promote optimal functioning and well?being. Beyond goals: Effective strategies for coaching and mentoring, 85-108.
Zhao, Q., Qi, H. J., & Xie, T. (2015). Recent progress in shape memory polymer: new behavior, enabling materials, and mechanistic understanding. Progress in Polymer Science, 49, 79-120.
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