Positive Behaviour 1

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Positive behaviour

Behaviour that tends to satisfy the desires of the respondent is Positive Behaviour . It will become apparent that by this definition some positive behaviour may lead to antisocial (so called “negative”) responses and hence is not recommended. Furthermore, some behaviour that is itself socially acceptable and apparently positive is not, by this definition, actually positive because it does not tend to satisfy the desires of the respondent. The reverse is also true: some behaviour that is social not acceptable and apparently negative is yet actually positive because its operates to satisfy the desires of the recipient. Illustrations of Positive Behaviour

Actions that can be classified under the following headings are customarily called positive: Showing interest


Making balance criticism


Showing affection






Although in some ways, the line between positive and negative behaviour exists in the eye of the beholder. Your value system, which stems from your family and cultural background as well as your own life experiences, will determine what you believe to be positive behaviour. Your feelings about yourself and life in general will also colour your perceptions. When adults feel positive about themselves, they are better able to understand and accept children's behaviour. Positive behaviours are those which help children/venerable person move along toward the goal of becoming well-adjusted, fully functioning adults. In other words, behaviour that is typical of a particular stage of development, that paves the way for the next stage, is positive. Positive behaviour is not, therefore, the same thing as compliance with adult wishes, especially if those adult wishes reflect a lack of knowledge of children's or venerable person’s development. Some positive behaviour can appear downright negative! Some authors argue that there are predictable times in the lives of all children/venerable person when their behaviour “falls apart”: when they seem to move backward in development in ways that perplex and dismay their parents and caregivers. These times invariably signal a rapid spurt of physical, cognitive, or socioemotional growth. An example might be the child on the verge of walking, whose frustration at being left behind evokes a sudden change in disposition and screams of rage. We can view these periods, not as crisis points, but rather as “touch points,” unparalleled opportunities for understanding and supporting development, if we anticipate them positively and avoid becoming locked in power struggles. By studying child/venerable person development and carefully observing the behaviour of many them, you can learn to adjust your expectations so that the behaviour you expect is within the bounds of possibility for children to achieve. By observing the behaviour of a particular child child/venerable person over time, you can begin to understand what particular behaviours mean for that person. You may begin to see how behaviour that seemed irritating to you actually serves a positive function for a child/venerable person. Focusing on positive behaviour places negative behaviour in better perspective and develops a more accurate impression of the whole child/venerable person. It allows you to emphasize strengths and help children overcome weaknesses. Early childhood educators with heightened awareness of positive behaviours will set the stage so that those behaviours can occur, and will respond in ways that make these acts occur more often. In other words, they will use techniques of indirect and direct guidance.

Positive behavioural support
According the Department of health, Positive behavioural support (PBS) provides a framework that seeks to understand the context and meaning of behaviour in order to inform the development of supportive environments...
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