1. Your assessor will record evidence of your skills in behaviour management in direct observations throughout the course.
* Ensure that all evidence is cross-referenced from all direct observation records.
2. Children need guidance in setting goals for behaviour.
* With a group of children, discuss friendship goals, such as being kind.
Encourage them to identify appropriate goals such as 'We take turns'.
* Display the list of goals.
* Tape your conversation with the children and show your assessor the final list of goals.
3. Boundaries of behaviour help us to live together happily.
* Identify an activity that is regularly available, such as sand and water play, and discuss with the children rules for its use.
* Write each of the rules on a separate card, for example, 'Wear an apron' and display the cards in appropriate places and read them out to the children.
4. Plan activities that promote positive behaviour as part of the nursery routine.
* Draw up a detailed plan of a play session designed to encourage positive behaviour, such as hospital role play.
* Put the plan in your portfolio and explain to your assessor why you chose the theme and planned the session as you did.
5. Promote positive behaviour by applying rules fairly.
* Use puppets and unscripted dialogue to give messages on caring for others. Discuss name-calling and teasing because of a disability, non-stereotypical roles and being fair to everyone.
* Identify areas of positive behaviour to promote and make a star chart to encourage it.
6. Promoting positive behaviour builds a child's self-esteem.
* Praising children when they behave well is more effective than punishing them when they behave badly. Your assessor should be able to observe evidence of this approach.
7. You need to be able to respond to any unacceptable behaviour.
* Record an incident of bad behaviour when it happens, detailing what happened and how you responded. Later, add comments on the outcome.
* Collect and read information from no-smacking campaigns.
* Share your behaviour management policy with your assessor, who can question you on this subject.
8. Recent experiences can affect a child's behaviour.
* List factors that might result in unwanted behaviour.
* Describe signs of withdrawal, regression, self-harm, anti-social behaviour and attention seeking.
* List ways to resolve or alleviate the problem.
9. Seek advice and share information about a child's behaviour.
* Identify with whom you would share concerns about a child, within limits of confidentiality.
* List sources of specialist advice you could call on when a child shows disturbed behaviour.
* Show your assessor the behavioural records and discuss when and how to share this information with parents.
* Role-play a discussion with a parent in which you explain their child's problem behaviour and agree a consistent approach in dealing with it.
10. Top tip! 'Children learn by mimicking their role models, so always play an exemplary role!' says Nita Cruxton, NVQ course leader, early years, at Burton College.