Task 3-Working with the INCOI area will discuss a case study involving the behavior management of a young child. It is designed to provide an overview of the impact of this behavior on the child and other children, as well as looking at how I have managed effective partnerships with other professionals, such as the area's inclusion manager, my special educational needs coordinator (SENCO ), the child's parents and of course the child. Case Study Bertie, a 3-year-old boy, has a twin sister and a slightly older brother who attends the local primary school. Bertie has extremely bad behavior and does not listen to staff members. He finds it difficult to play with other children and bites, hits and screams at them. Bertie's behavior is becoming increasingly aggressive and has gotten to the point that other parents are starting to complain that he is bothering their children. One parent filed an unofficial complaint saying her child is too scared to attend preschool because of Bertie's behavior. Staff monitored Bertie's behavior and we subsequently had a meeting with Bertie's parents which included his key person to discuss Bertie's behaviour. Bertie's parents are equally worried. During the meeting, his parents discuss how they also got help from their doctor. The doctor examined Bertie and made the following conclusions, that Bertie's behavior could be linked to his traumatic birth, since being the second twin born he was left without oxygen for a few minutes. However, he also said that Bertie may have fluid in his ears possibly preventing him from hearing and that he would subsequently refer Bertie to a pediatrician for further investigation. After... middle of paper... Bertie positively, allowing him to "have fun and achieve" and fondly remember his time in our environment. Works Cited Beckley, P, Elvidge, K & Hendry, H. (2009) Implementing the Early Years Foundation Stage; A manual. Berkshire: Open University PressDfES. (2001) Code of practice on special educational needs. Nottingham: CrownDfES. (2008) The foundation phase of the early years; Set standards for the learning, development and care of children from birth to five years old. Nottingham: CrownDunhill, A, Elliott, B & Shaw, A. (2009) Effective communication and engagement with children, young people, their families and carers. Exeter: Learning mattersUNCRC. Every child matters. The five outcomes of the United Nations Convention on the Rights of the Child. www.unicef.org.uk/tzWhalley, M. (2008) Leading practice in early childhood settings. Exeter: Learning matters