Setting Wide Strategies to Promote Positive Behaviour

Explain how setting wide strategies to promote positive behaviour and emotional and social development can be adapted to support children and young people with speech, language and communication needs

Strategies are essential when planning for children and will benefit those children who do not have an obvious behavioural difficulty. The inclusion of the strategies within the setting will assist the development of the social and communication skills that the children have and don’t have. Wide strategies could include;

Replacing the inappropriate behaviour with appropriate behaviour.

This teaches children to communicate appropriately when they are in difficult situations, for example, the child needs to be able to ask for help when they need the toilet, or to express their emotions if they have a fear or are feeling angry. By teaching them how to communicate properly it also teaches them social skills, which will help them to initiate conversations or actions such as making friends, going to a quiet place where they feel safe or completing a calming activity.

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It teaches them specific play and leisure skills which could occupy their interests, it also helps them to develop their behaviour targets as well as communication skills.

Taking the child or a small group of child out into a quiet room. We take our key children or a specific child who may need a bit of one to one out into the coffee lounge to play games such as snap, with picture cards. This promotes positive behaviour I.e. turn taking, sharing and listening skills which are needed for positive communication.

We also use audible equipment like microphones, headsets and picture books to encourage communication. Settings can also use strategies and structures that make the situations more clearer by using schedules that are put in place, timelines or calendars that will help to show when something will happen or has happened to see if it a continuous thing. Also using picture or written rules to remind a child that he/she should do and shouldn’t do, have a staff member provide a checklist using apparatus of reference, photographs or a written list to help the children follow directions independently boosting self-confidence and self-esteem.

This will also help the child to understand the words associating them with the pictures/photograph’s or the object of reference and encourage use of the word/words slowly developing into sentences positively promoting speech, language and communication development. I like to use props at story time to help enhance the story like when reading goldilocks I use the puppets of goldilocks and the three bears and supporting them with actions. This helps the children to focus on the story which is essential for the development of language and it helps them understand what the story is about and the actions of the characters in the story. It also supports their speech, language and communication skills (along with other areas of development such as PSED, self-confidence etc.) as I will ask 4 children to stand up and tell the story with me.

Using outside agencies to support the child’s development such as, a behavioural specialist who is a type of psychological counsellor who helps children with disabilities or problems that impair learning or social functions. Or a SLT who work closely with infants, children and young people who have various levels of speech, language and communication problems, offering help and support and setting small targets and exercises for staff (and families) to work on also providing us with supporting equipment if needed, like the large flash cards.