pd coop


Over a series of two workshops educators will be provided with strategies to refocus their approach to unacceptable behaviour, and proactively develop cooperative behaviour. The EYLF PRINCIPLES are discussed, being: Secure, Respectful and Reciprocal Relationships; Partnerships; High Expectations and Equity; Respect for Diversity; and, Ongoing Learning and Reflective Practice.


Session 1: Refocus approach, understand patterns of behaviour and guide children to self-regulate their behaviour

Topics include:

Improving our approach to guide children to self-regulate their behaviour

  • Developing each child's wellbeing and resilience
  • Using positive language: learning to rephrase instructions and use win-win choices.
  • Identifying the wanted behaviour we are working towards
  • Engaging collaborative decision making of rules/expectations and strategies to gain children's understanding and acceptance of rules/expectations
  • Commitment to consistency within the team of educators.
  • Boundary testing and strategies to use.
  • Modelling respectful and cooperative behaviour through equitable and respectful relationships with each child, where educators understand each child.

Understand the child and their behaviour

  • Understanding from the child's perspective. What does the child want/need/expect to happen?
  • Observe and analyse behaviour to identify triggers and patterns.


    Use reflective practice to analyse the child's needs and the reinforcement that is maintaining the behaviour.
  • Fix basic needs first: Provide comfort, security and a sense of belonging.

    Proactive approaches: positive reinforcement, redirecting to tasks of interest, providing choices and logical consequences.

Session 2: Review influences on behaviour - plan goals and strategies, and monitor progress

Topics include:

Develop, implement and evaluate a plan to establish cooperative behaviour

  • Review program routines and timetabling for possible influence on behaviour
  • Plan the program and environment to meet the child's temperament
  • Interpret the child's patterns of behaviour with other involved educators and relevant others (from worksheets completed from and following session 1).
  • Work in partnership with parents, and develop a plan collaboratively, in accordance with philosophy and policies of the service.
  • Clearly identify strategies to achieve acceptable alternative behaviours in the plan.
  • Use ongoing evaluation and revise the plan as required.

Enquire now or phone 3204 4336 

These workshops relate to the following National Quality Standards and elements

  1. Educational Program and Practice
    • NQS 1.2.4: Critical reflection and evaluation of children’s learning and development, both as individuals and in groups, is used as a primary source of information for planning the effectiveness of the program and teaching strategies.
    • NQS 2.1.2: Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep rest and relaxation.
  2. Staffing Arrangements
    • NQS 4.2: Educators, coordinators and staff have the skills and knowledge required to support children’s learning, health, safety and wellbeing.
    • NQS 4.2.2: Educators, coordinators and staff demonstrate the awareness, attitudes, knowledge and skills required to provide an environment where diversity and difference are acknowledged, valued and respected.
    • NQS 4.3.2: Actions are aligned with the statement of principles under which the service operates.
    • NQS 4.3.3: Educators, coordinators and staff work collaboratively and affirm, challenge, support and learn from each other to further develop their skills to improve practice and relationships.
  3. Relationships with Children
    • NQS 5.1: Respectful and ethical relationships are developed and maintained with each child.
    • NQS 5.1.1: Interactions with each child are warm, responsive and build trusting relationships.
    • NQS 5.2.3: Each child is supported to understand how their own actions affect others.
    • NQS 5.3: Each child’s behaviour, interactions and relationships are guided effectively.
    • NQS 5.3.1: Behaviour guidance strategies preserve the dignity and rights of the child at all times.
    • NQS 5.3.2: Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others, and communicate effectively to resolve conflicts.
  4. Collaborative Partnerships with families and Communities
    • NQS 6.1: Respectful, supportive relationships with families are developed and maintained.
    • NQS 6.2: Families are supported in their parenting role and their values and beliefs about child rearing are respected.
    • NQS 6.2.1: The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing.

Reference Australian Children’s Education and Care Quality Authority. (2011). Guide to the National Quality Standard. Retrieved from: http://acecqa.gov.au/storage/2-DE_03_National%20Quality%20Standard_v8_Secn1.pdf