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Learning to read different behaviours can help us better support children, says Kay Mathieson.
In the second of her series on child behaviour and its links to the new SEND code of practice, Kay Mathieson looks at working with parents.
Children who spend the longest amounts of time in group childcare are more likely to be hyperactive and aggressive, a new longitudinal study has found.
Behaviour is not an 'area of need', rather an indicator of other areas of need, says Kay Mathieson in the first of a three-part series on child behaviour in light of the 2014 SEND Code of Practice.
Sibling rivalry is natural and unavoidable, but the ways in which parents respond to arguments can make a real difference to children's learning. Kay Mathieson offers some advice.
Gender stereotyping in clothes and toys is the subject of much debate, but it is vital to recognise why children use 'girly/boyish' signals and to give positive messages, Kay Mathieson explains.
Some two-year-olds may have difficulty settling in, but taking steps to review your process and working more closely with parents can help to smooth the transition. Kay Mathieson explains
Not all children like to take part in messy activities, but this type of exercise has value. Kay Mathieson explains why it is important and how participation can be encouraged.
Aggression between children can be a concern, but how to teach positive behaviour? Practitioners' own conduct, realistic expectations and effective communication are crucial, says Kay Mathieson.
A regular sleeping pattern is important for learning and growth, but how do you balance the timetables of parents and children when it comes to naps? Kay Mathieson offers some advice
- Behaviour (11)
- Practice (10)
- Positive relationships (9)
- Inclusion (3)
- Personal/social/emotional development (3)
- Child development (2)
- Special needs (2)
- Childcare (1)
- Eyfs best practice (1)
- Learning & development (1)
- Other (1)
- Working with parents (1)