Three-year-old Bai has recently arrived in Australia from China with his family and only knows
a few words in English such as 'yes', 'no', 'food' and 'wee'- 'wee'. You have observed that Bai is
having some difficulties settling into your service. Bai has attended the service for a fortnight
and has been seen by staff pushing other children and grabbing their toys.
You observe Bai pushing into a group of children and grabbing a tambourine that another child
was playing with. Bai begins to bang the tambourine, smiling. The other child is upset, and Bai
appears not to notice.
There is one staff member at your service who speaks Chinese, and they have been helpful with
some basic translation during Bai's and his family' orientation process. Your service has
recently reviewed its behaviour guidance policy and updated it so that it is consistent with the
NQS requirements and the values of EYLF.

Develop a plan to guide Bai's behaviour. In your project, show how you would:
a) Observe and analyse Bai's behaviour to identify triggers or consequences that are maintaining
his practice?
b) Explain how you might respond to this and other similar incidents in a timely and appropriate
manner?
c) Develop goals and initiate strategies that support Bai to manage his behaviour?
Ans: In this case study, the boy Bai who was behaving in the wrong way that he doesn't supposed
to do have some reasons behind that which are listed below:

1: First and foremost, he was facing difficulty in learning while navigating the complicated
world.
2: He might not be ready to work with children of his age.
3: He was trying to get the attention and always want to feel heard.
The close feeling and the proper support are the two useful methods that help him in this regard.
In this situation, the thing which can be done is that the child should have to feel more attached
towards us, and we should remove all the hurdles in the language barriers as much as possible.
By using this way the boy, BAI should not hesitate, and he feels that he is at his home and only
then we can try to go down on his level and make him understand that when others are playing
with some toys, then we should wait for our turn rather than to grab the toys. This behaviour can
be only managed by some of the basic levels, such as:
1: It can be beneficial for him if his parents will understand the whole scenario in Chinese.

2: The child needs help so that he can easily cope-up with the changing atmosphere.
3: There is a need for proper monitoring instead of wasting time on correcting his behaviour, and
he made to understand that he does wrong.
The cultural factors which can be used in this scenario are:
*Ability to fight for his rights.
*Moves that are disciplinary and should be taught to them.
Thus, we should try to connect with him emotionally and tell him the ways he likes. We can say
to him that his friend is not done yet with the turn of her playing with toys so you should have to
wait for your turn. Or we can also tell him that the toy is not as attractive and let's play
another game which you can learn something new from it. In this way, we can teach Bai to
get rid of that bad habit of pushing other kids and snatching toys from them.

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