1. Challenging behaviour children are children that disrupts, annoy or get into a disagreement with other people, be it the teachers or their peers. Some also do not interact with the others (McTiernan, 2011). Positive behaviour is being sociable with peers and being able to listen to instructions. In a class, there are bound to have a mixture of both positive and challenging behaviour. Management of the challenging or positive behaviour of children is not the only influence for the child’s behaviour. The arrangement of the physical space also does matter.

Different environment is needed for different kind of activities, when the children is doing languages or maths, a quiet environment is needed as the children needs to think and absorb the information. However, when it is time for play, the environment would be noisy. These two activities need to be put at a separated place as the noisy activities might disrupt the quiet activities. In the childcare centre that I am attached in, the quiet and noisy activities are separated. When they arrange the activities in this way, the children would develop a positive behaviour as they feel comfortable in what they are doing.

Shelves used in childcare or kindergartens should be low as it is crucial for the teacher to keep their eyes on the children at all times. Shelves are used as a partition for different learning centres and storage space in a childcare or kindergarten (Hodge, 1997, p.10). The shelves in the childcare centre that I am attached in also has low shelves so that the teacher can always see the children and the children can also reach for the toys easily. When the teacher keep an eye on the children at all times, it would prevent challenging behaviour as the children knows that they are being watched by their teachers.

Tapes are also used as a sign for boundaries, some centres also has footprints to show the children some pathways from a certain place to another (Kaiser, Rasminsky, 2007, p.105). However, there isn’t any tapes nor foot prints in the childcare I am attached to. Therefore, it does not seem to have any boundary for any learning corners. This triggers challenging behaviour as children not to know where the different centres are and they will start to be rowdy.

2. Social context is when there is friendliness, cooperation and cohesiveness involved. With this three components, it would add up to a sense of community. A community is where one can feel a sense of belong and they all work towards a goal that they all have. When children are friendly with each other, challenging behaviour will not occur so often. This is so as they feel that they are included and they will feel happy. Cooperation is essential in preventing challenging behaviour as with cooperative activities, children with challenging behaviour would tend to behave not so aggressive and corporate (Kaiser, Raminsky, 2010).

Being a teacher would mean that there is a need for one to set a good example for the students. They should be caring and be able to lend a listening ear to the children. When the children see that their teachers are so friendly, they will then feel encouraged to behave positively. When children behave positively, challenging behaviour can then be prevented.