Page 1 - Infographics Units 1 to 5

What is the key How can I apply this information

information to remember into how I support children and

from this unit? what I say and do?

Controlling children through rewards and punishments may Be curious not furious in your tone, words and actions
work well in the short-term but it does not help work out why When a child struggles to keep to expectations.
they are struggling in the first place – the unmet needs and

missing skills. This is why problems often pop back up.

Focus on working out the unmet needs and missing skills
That are stopping them from doing well, rather than

trying to control them with bribery or threats.

If adults always act as the ‘speed camera’ (an external locus

of control), children will never build an internal locus of
control and be able to manage expectations independently.

Try to keep a focus on skills you want your child to
learn in the long-term rather than fixing things for

the moment.
For example, it may be quicker to get a child to

Beware of doing too much for children and ‘fixing’ things for finish a task by standing over them and refocusing
the moment. This stops the child from problem-solving for them the moment their attention wanders, but if
themselves and practising skills. It also gives them the you keep doing it, they won’t learn the skills to

message that they are not capable of doing things without focus and complete tasks on their own and will
adult support. continue to be reliant on an adult. Start with tiny steps

forward so that they can feel successful and don’t
forget to plan a Pathway to Independence.

A child may need higher levels of support

at the start, but always plan a Pathway to
Independence with the child so there is Be patient
a plan for them to manage As you will find out in the next unit (Brain Building) –

independently in the end. new brain pathways do not build overnight –
new skills take time. A chat does not build skills.

UNIT 1 GETTING STARTED