Order Description

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, Dominguez & Bell, 2012, p. 421)
2. ‘Children’s experience within school is crucial in determining their likelihood of experiencing MHD (Mental Health Disorders), but this experience is clearly individual in nature and individual differences in competencies, such as self-regulation and social skills help to explain why children in similar environments may experience different levels of well-being.’ (Humphrey & Wigelsworth, 2012, p. 339)

distinguish between overt behaviours displayed by children in learning environments and formulate reasons why they occur
choose appropriate frameworks and models for responding to a range of behaviours displayed in the learning environment
analyse different principles, policies and practices used for establishing and maintaining a productive learning environment
plan learning environments that adhere to preventative models of behaviour management
create strategies for working effectively and ethically with families
clarify the role of external agencies and professionals in supporting teachers, children and families.