EDU20004 Folio Assignment 3 This paper will be based on Case 1, and there are three main areas of discussion: firstly, Ruby's' behavioural issues in the case and the development of effective strategies and interventions to guide this based on her behaviour. Secondly, how to prepare and plan for physical and social learning environments that promote Ruby's relationships with others and learning. Thirdly, How to support inclusive and ethical practices in families and communities, identify relevant support organisations that support children's learning and support teachers' and families' understanding. As Porter ff2016 ) points out, every child is unique, and they have their strengths and challenges. In this case, Ruby enjoys engaging in physical activities. Ruby becomes upset when she perceives she is 'losing' or must wait for a turn. This suggests she might have difficulty coping with perceived failures or delayed gratification. According to Greene ff2016), children who exhibit challenging behaviours often have lagging skills or unsolved problems; in other words, challenging behaviour indicates a developmental delay. Her reaction to 'losing' might mean lagging skills in handling frustration and her lack of patience to wait her turn. Ruby's ability to engage in complex conversations indicates a higher cognitive or linguistic capability. Despite her ability to converse, she may not listen to instructions when asked to stop chatting and focus on her task. Engaging in detailed conversations might be a space where Ruby feels competent, heard, and validated. For example, one of the children's fundamental needs is to feel autonomous and competent; interrupting this space might be challenging, especially if she feels it is one of the primary avenues where she exercises autonomy and competence ffPorter, 2016). Moreover, she has artistic abilities and a penchant for art, showcasing expertise in her drawings and
paintings. Ruby has had several outbursts and has been observed engaging in aggressive behaviours such as punching, kicking, and pinching; after pinching, she runs away to avoid being identified, suggesting she might be aware that her actions are wrong or she fears consequences. According to Porter ff2016), challenging behaviours often express unmet needs; children at Ruby's age still develop emotional regulation skills; aggressive behaviours can sometimes stem from a child's inability to express strong emotions more constructively, given their still-evolving emotional toolkit. Educators can use cognitivism perspectives and strategies to address Ruby's behavioural issues. Cognitivism posits that individuals process information, and this cognitive processing influences behaviour ffJohnston, 2018). Greene ff2016) proposes the more empathetic perspective: if a child is not behaving well, it is not because they do not want to, but because they lack the skills to handle certain situations, and behaviorally challenging students are not attention-seeking, manipulative, or unmotivated. Instead, they lack crucial cognitive skills, especially flexibility, frustration tolerance, and problem-solving. For the persistent challenging behaviour of Ruby, educators can use a dual model strategy, and it is appropriate for older kids ffthose over three) because they can learn to explain what keeps happening with a persistent issue that impacts two kids or a kid and