WEEK 1 - PRE-PROGRAM
Registrations
Pre-Masterclass work
The Jayden and Sally story – A 40 minute video about inclusion, teaching in the early years, children’s behaviour, fairness, and equity.
WEEK 2 - MASTERCLASS
SESSION ONE
Mastering behaviour guidance theory & principles
All of our practices rest on our beliefs and values. In this session, Louise examines first what we believe about children’s behaviours. She concludes that, for people of all ages, our behaviours are an attempt to meet our needs. However, because children's brains are not yet fully developed, some of the strategies that they use to meet their needs might create conflict with those around them. We do not punish people for being in need. Therefore, when conflict happens, we solve it, rather than punishing children for it. This belief that children are just trying to meet their needs aligns with early childhood values, which Louise will discuss. Finally, she will give an overview of practices.
Behaviour guidance as a prevention of outbursts
Prevention is the base of all practices, represented by the bottom layer of our model - The Solutions Triangle. Prevention rests on the principle that children will be more engaged and less prone to outbursts when what we are asking them to do, and how we are asking them to do it, meets their needs. Therefore, this session will examine some of the routines in early childhood services that can provoke behaviours that challenge us – and how we can make these routines easier for the children to accomplish.
SESSION TWO
The Phoenix Cups Framework
The Phoenix Cups is a philosophical framework that creates a shared language to explore ideas and understandings about human behaviour. In this session, Sandi will provide an overview of the theoretical thinking behind the framework including Maslow’s Hierarchy of Needs, Glasser’s Choice theory, Humanistic Psychology, and Positive Psychology. The Phoenix Cups framework presents individual needs profiles as big and small Cups, where met and unmet needs are represented by full and empty Cups, interacting to drive behavioural choices. Educators will be encouraged to consider their own ‘needs profile’ and analyse how their own behaviours are driven by their needs.
Using the Phoenix Cups as a model for understanding children's behaviour
The Phoenix Cups framework provides a common language to easily communicate ideas and strategies with a focus on meeting needs rather than managing behaviours. In this session educators will be presented with a solution focused conversation framework and then be given the opportunity to explore behaviour strategies that will address the underlying function of the child’s behaviour.
Meeting children’s need for self-esteem
The outcome of belonging is a sense of worth; and the outcome of mastery is a sense of competence. These two aspects make up our self-esteem. They are separate and work in opposite ways: We gain a sense of competence by earning it through our efforts, whereas a sense of worth is, ideally, given – unconditionally. When, however, we tell children that they are ‘good' for getting things right, we are linking their worth (goodness or badness) to their competence. Ever after, they try to feel worthy by becoming competent – which never works. In this session, Louise will explain why, and how we can foster an authentic self-esteem in the children in our lives.
Provocations for meeting needs and rights in an education and care setting
Often we get stuck doing things because they've always been done that way. Meaningful critical reflection can often be sparked by a good question. In this session we will discuss each of the Phoenix Cups; Safety, Connection, Mastery, Freedom, and Fun, individually. Educators will explore their own practices, programs, routines, and transitions, and reflect on how Cup filling or Cup emptying different aspects of the program are and discuss the effect this has on behaviour.
SESSION THREE
Videos will be released at 9am and available all day (approx 1.5 hours of video content)
Connection seeking and Connection Planning
‘Attention seeking’ is commonly heard as an ‘explanation’ about why children choose certain behaviours. However, there is little merit to this term and it holds very little usefulness in understanding or planning for behavioural learning. Instead, Sandi suggests a reframe to ‘Connection Seeking’ then shares some thinking, evidence, and research behind this idea that gives it much more credibility and usefulness.
Planning for meaningful interactions and connected relationships is arguably one of the most important aspects of a curriculum. In this session, educators will have the opportunity to consider the ‘magic ratio’ of interactions and reflect on how to move toward connection planning using a simple yet effective tool.
Alternatives to punishment
Having prevented outbursts by meeting children’s needs whenever possible and solved problems as they arise, finally (at the highest level in our model), we will still need to respond to the occasional meltdown. We will not punish children for lacking more skilful ways to meet their needs, because that would be punishing them for being children – because children are not yet totally skilful. Their brain is still developing. In this session, therefore, Louise will explain how we can respond to challenges when they arise and how to teach children to regulate their own feelings and impulses, both for the benefit of those around them but also for the children’s own comfort. No one enjoys being worked up.
WEEK 3 - MASTERCLASS LIVE PANEL & CATCH UP WEEK
Catch up on content all week.
Sandi and Louise will be online to respond to your chat discussions throughout the week.
Louise and Sandi will be live online for a Q&A panel, answering your questions live and discussing content with you.
