1 "The evidence is unequivocal - children who have difficulty regulating their emotions, paying attention, initiating peer interactions, and sustaining engagement in learning tasks are at risk for school difficulties. (Bulotsky-Shearer, et. al., 2012). Assignment 1: Essay Name Swinburne Online EDU: Understanding and supporting behaviour eLA: Name Due date: Month, Date, Year Word count: xxxx ..
2 When we begin to look at students in their early years and how their emotional, and social interactions play vital roles in their later academic, social and success, we cannot doubt "The evidence is unequivocal - children who have difficulty regulating their emotions, paying attention, initiating peer interactions, and sustaining engagement in learning tasks are at risk for school difficulties. (Bulotsky-Shearer, et. al., 2012). For children to achieve their learning standards, teachers need to be able to successfully understand why behaviours occur, and what they can do to support their development of social competency to ensure that displayed behaviours do not impact on their learning efforts. Pierre Bourdieu French Sociologist found that when children's socioeconomic cultures, along with language, ethnicity and, religion are unsupported children's behaviours reflect this in their response to discipline (O'Toole, L., & Hayes, N. 2019). When this is taken into consideration along with Vygotsky's sociocultural theory, we can begin to understand the links between behaviour, discipline responses and academic results. This essay will define behaviours based on social, cultural, and mental abilities, and look for why they occur. This essay will look at maintaining productive learning environments through appropriate learning principles and policies. When we begin to look at children's emotions to understand their behaviours within their learning environment, we need to understand what behaviour is, it needs to be defined and understood to allow the child to be successful in their learning. Children's initial behaviour is influenced by their home environment and is based on their cultural and social background (Hoglund & Leadbeater, 2004). Children's early values, beliefs and attitudes reflect those of their families and their cultural style of teaching their young people (Hoglund & Leadbeater, 2004). A child's socioeconomic situation can also be a contributing factor to their feeling of value and behaviour around their peers (Fantuzzo, et. al., 2007). -.. ... ... ....
3 When we begin looking at behaviours, they can be categorised into two. Internalising behaviours - sadness, anxiety, and worry, and Externalising behaviour - hitting, outbursts, and aggression. The difference between these two is evident in the displayed behaviours by the child in the learning environment, both in the classroom and playground. When a child has internalising behaviour, they will withdraw from play and activities that they would otherwise enjoy. Children displaying externalising behaviours are often seen as naughty, undisciplined and a negative influence on surrounding children, and they may cause harm to themselves or others. Without understanding why, the child is displaying these behaviours, the child is then at risk of developing difficulties with learning and the social environment of school (Bulotsky-Shearer, et. al., 2010). According to Vygotsky, learning is heavily