Positive guidance and behaviour Policy
Aim:
Through positive guidance & behaviour management we aim to teach what is / is not acceptable, what is safe, what pleases / hurts / angers as well as an understanding of the overall consequences of behaviour in relation to themselves, others and the environment. Through positive guidance our aim is to create an environment which is non-aggressive, prevents conflict, is consistent and fair and develops self-control/ self-esteem while accounting for individual differences.
Explanation:
Children are able to modify their behaviour and develop self control when provided with positive guidance from adults. Children require guidelines in relation to themselves, their environment and those around them. Expectations need to be clear and concise and consistently reinforced by all staff within the Service. Consideration is necessary for individual stages of development. Children will become reassured and feel secure when limits are set and made clear. This in turn will contribute to the development of self esteem.
Implementation:
Reviewed by and agreed upon by all staff May 2020
References: ‘Guiding Children’s Behaviour- Participant Package’ Lady Gowrie Child Centre, Sydney
‘More Than One Way To Plan- A Practical Approach To Planning & Programming In Early Childhood’ Lady Gowrie Child Centre, Sydney
Through positive guidance & behaviour management we aim to teach what is / is not acceptable, what is safe, what pleases / hurts / angers as well as an understanding of the overall consequences of behaviour in relation to themselves, others and the environment. Through positive guidance our aim is to create an environment which is non-aggressive, prevents conflict, is consistent and fair and develops self-control/ self-esteem while accounting for individual differences.
Explanation:
Children are able to modify their behaviour and develop self control when provided with positive guidance from adults. Children require guidelines in relation to themselves, their environment and those around them. Expectations need to be clear and concise and consistently reinforced by all staff within the Service. Consideration is necessary for individual stages of development. Children will become reassured and feel secure when limits are set and made clear. This in turn will contribute to the development of self esteem.
Implementation:
- Develop a positive relationship with each child by talking with parents about their home background. Assess their needs, skills and stage of development.
- Allow ample space for children to partake in activities comfortably and to be able to move easily between them.
- Have a balance of active and passive activities. Define areas and avoid wide open spaces.
- Provide enough activities to occupy all the children and avoid conflict by providing adequate duplication of equipment.
- Demonstrate positive adult to adult interactions that model appropriate and acceptable behaviour
- Acknowledge children frequently for demonstrating good / positive behaviour by giving specific praise. e.g. “You’ve done a great job…….”
- Provide smooth transitions by giving sufficient notice when an activity is about to change. This includes both indoor and outdoor activities.
- An educator’s positive interaction with children can assist in reducing inappropriate behaviours with children
- Redirect the children to alternate activities to promote positive behaviour rather than removing an activity. Give the child a choice – for example, “You can stay and draw a picture or you can play with the dough.” rather than “Go and find something else to do.”
- Be clear about the consequences of inappropriate behaviour. Let the child know what is acceptable and expected – make explanations brief and to the point.
- We adopt a “thinking time” strategy for continual negative behaviours
- Always express expectations positively. “Please use your quiet voices for inside.”, rather than “Stop shouting”. Avoid negatives such as “no” and “don’t”.
- Encourage the children to use words rather than expressing their feelings using physical aggression.
- Respond to children’s curiosity, questions and interest in solving problems – for example, “John, Jenny needs some help. Can you and Jack think of a way she can build the house and still take care of her baby?”
- Use group times to discuss / reinforce expectations and appropriate behaviours.
- Blooming Kids has developed service wide room rules which aim to establish and build upon expectations as children progress from Nursery to Preschool room. (as per Service Support Plan 2013.)
- It is essential to restore a positive relationship with a child as soon as possible after an incident.
- Children are NEVER to be placed in complete isolation.
- Educators experiencing difficulty with a particular child are encouraged to seek the advice and/or assistance from their colleagues to reach a satisfactory outcome for both child and educator.
- The use of loud or unpleasant voices towards children are not to be used at any time.
- Where a child is found to be not responding to positive guidance towards behaviour and is of concern to staff, consultation with parents / educator should occur. You may need to examine your own practice and reflect further on the child’s behaviour. With parental permission it may be necessary to seek the services of early intervention professionals.
- As a duty of care to other children and staff, if professional intervention isn’t sought or behaviour continues; Blooming Kids have the right to terminate enrolment.
Reviewed by and agreed upon by all staff May 2020
References: ‘Guiding Children’s Behaviour- Participant Package’ Lady Gowrie Child Centre, Sydney
‘More Than One Way To Plan- A Practical Approach To Planning & Programming In Early Childhood’ Lady Gowrie Child Centre, Sydney