According to Porter (2008), Margot is currently displaying behaviours that represent low self-esteem and a need to develop a positive sense of self. This is evident, as Margot is showing signs of separation anxiety; having difficulty transitioning into childcare, refusing to eat and sleep when at the centre and persistently calling for her parents (Kearns, 2010; Porter, 2008). Therefore, Margot is exhibiting a deficit in safety, love and a sense of belonging in Maslow’s hierarchy of needs (Duchesne et al., 2013). Consequently, prohibiting Margot from developing a healthy self-esteem, confidence and independence to successfully transition into childcare (Duchesne et al., 2013; Hutchison, 2013). As a result, to address Margot’s behaviour and
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Photographs of the educators, children and families involved in daily activities will be included to support Margot in building positive reciprocal relationships with staff, and developing a strong sense of identity and belonging within the centre; as she is able to see herself interacting and participating in the centre’s routine (DEEWR, 2009; Doherty and Hughes, 2009). Berns (2013) and Kearns (2010) suggest that the use of visual cues will help outline and establish a basic routine and create a sense of belonging for Margot. Consequently, this resource is an effective way to help support Margot in developing a positive sense of self, healthy self-esteem and confidence by meeting her needs of safety, love and belonging by providing a safe and predictable environment (Duchesne et al., 2013; Hutchison, 2013). The routine will enhance Margot’s emotional regulation skills and develop positive relationships with educators and peers as she interacts with the schedule to elevate any anxiety (Berns, 2013; Doherty and Hughes, 2009). ACECQA (2016) emphasise that by providing a resource that Margot can understand enables her to predict what will happen throughout the day supporting her needs to feel safe , secure and confident; maximising her learning and sense of identity (Berns, 2013; DEEWR, 2009; Hutchison,
Photographs of the educators, children and families involved in daily activities will be included to support Margot in building positive reciprocal relationships with staff, and developing a strong sense of identity and belonging within the centre; as she is able to see herself interacting and participating in the centre’s routine (DEEWR, 2009; Doherty and Hughes, 2009). Berns (2013) and Kearns (2010) suggest that the use of visual cues will help outline and establish a basic routine and create a sense of belonging for Margot. Consequently, this resource is an effective way to help support Margot in developing a positive sense of self, healthy self-esteem and confidence by meeting her needs of safety, love and belonging by providing a safe and predictable environment (Duchesne et al., 2013; Hutchison, 2013). The routine will enhance Margot’s emotional regulation skills and develop positive relationships with educators and peers as she interacts with the schedule to elevate any anxiety (Berns, 2013; Doherty and Hughes, 2009). ACECQA (2016) emphasise that by providing a resource that Margot can understand enables her to predict what will happen throughout the day supporting her needs to feel safe , secure and confident; maximising her learning and sense of identity (Berns, 2013; DEEWR, 2009; Hutchison,