Positive Guidance of Children S Behaviour Policy

Jesmond Early Education Centre IncNQF-5

Positive Guidance of Children’s Behaviour Policy

Aim

The service will provide a safe, secure, caring and stimulating environment which encourages children to cooperate in order to enhancetheir self esteem and encourage their abilities to positively interact with others, and where acceptable behaviour is promoted and any recriminations are kept to a minimum. Where a child continues to behave in an unacceptable manner, parents/guardians will be consulted and asked to work with the educators to ensure discipline techniques are consistent and clear.

Related Policies

Harassment Policy

Programming Policy

National Quality Framework Policy

Parent Involvement & Communication Policy

Privacy, Security & Confidentiality of Records Policy

Child Protection Policy

Interactions with Children Policy

Who is affected by this policy?

Children

Family

Staff

Management

Implementation

Educators, using a positive approach in guidance and discipline, will recognise why a child behaves in a certain way and encourage a more acceptable form of behaviour.

AT Jesmond Early Education Centre IncWE ENCOURAGE POSITIVE, CO-OPERATIVE BEHAVIOUR THROUGH:

• Establishing trust and confidence between adults and children.
• Considering the stage of development of each child.
• Considering the interests, concerns and abilities of the individual child.
• Showing sensitivity to the child’s background and current home situations.
• Examining the reason behind the behaviour that suggested a need for disciplinary action.
• Getting down to the child’s level to establish and maintain eye contact.
• Using language that is positive, clear and developmentally appropriate for the child in question.
• Being consistent with behaviour expectations.
• Setting limits and reminding children of them of such limits regularly or whenever necessary.
• Involving the children in the setting of limits and explaining as to why a certain type of behaviour is unacceptable. E.g.: other children and educators safety.
• Encouraging the children to show sympathy for children experiencing difficulties.
• Guidance and discipline to encourage individuality and confidence of children so as to enhance their self-esteem.
• Offering the children clear alternatives to help them develop their ability to make decisions and direct themselves.
• Positive modelling by adults. E.g.: "sand stays in the sand pit" rather than "don't throw sand", and by showing the child how to dig in the sand.

• Discussing with parents the Positive Guidance of Children’s Behaviour Management Policy and seek their assistance for solutions should the need arise.

THE USE OF PHYSICAL FORCE, EMBARRASSMENT, SARCASM OR PROLONGED PUNISHMENT, IS NEVER PRACTISED.

WHEN PREVENTION DOESN'T WORK:

Try to distract/diffuse a situation, giving the child an out.

• Use "do" instead of "don't", giving a simple explanation. (If the child persists,uses the word “stop” reinforced with the stop hand signal and explain positively what they should be doing).
• Always talk about the behaviour being inappropriate, not the child personally (e.g. avoid saying, bad, naughty, silly etc).
• Use a firm, calm manner, indicating what you expect from the child, presenting it to the child as a choice wherever possible - "if you choose to do "X" ...... I will have to ...... ” Lowering your voice gains attention. Shouting may scare the child.
• Allow time for the child to comply with the request.
• Be clear about the consequences for the child, e.g., denial of privileges, removal from situations, and help clean up the "mess".
• Follow through with consequences!
• If it becomes necessary, educators will gently remove the disruptive child from a group or activity until such time as the child has settled down and able to return to the group or activity.

If the need arises to restrain a child, the educator will do so at their own discretion so as not to put themselves, the child or other children at risk of harm. Suggested method for restraining a child is to sit on a chair or the floor with the child held firmly in front of them (the child’s back towards the educator). Speak calmly and quietly to attempt to diffuse the situation quickly. Restraining a child should be used only as a last resort.

When it's all over - it is essential to restore a positive relationship between you and the child, before either of you go home.

Keep the Director aware of on-going situations; keep a written record of continuing incidents.

ANTI-SOCIAL: PHYSICAL BEHAVIOURS

Staff members should explain to children that biting, hitting, pushing and kicking are not acceptable. If a child wants to hit or punch then they can use the play dough or punching bag to take out aggression. If the child wants to kick they can kick a ball.

With older children, encourage them to use problem-solving skills and to verbalise feelings instead.

If a child becomes aggressive remove them from the activity (suitable distance so as not to hurt other children); stay with them until they quieten down. Comfort when rage subsides. Some good activities if a child is aggressive are play dough, clay, hammering, bowling etc.

Always look for reasons behind belligerent behaviours and address the issues to educators, parents and guardians as a part of further planning (e.g. biting could be a result of teething or not having the communication skills to tell a peer that they are taking their toy. Kicking could be a part of power play etc.) Make sure you focus attention on the child who has been hurt. Children who have hurt another child can often be encouraged to help comfort or assist the hurt child (get a tissue, hold the ice pack etc.)

Discuss possible reason

WHEN MANAGEMENT IS NOT WORKING:

• Discuss problems with staff - where appropriate (confidentiality is observed).
• Written methods are implemented.
• Difficulties are discussed with parents to discuss appropriate strategies.
• Early Intervention professionals are consulted with parental permission.
• Staff to implement program directives from Early Intervention.
• Other professionals and support groups to be consulted where necessary.

GUIDELINES FOR DIRECTOR INTERVENTION

If a child’s behaviour is continually anti-social or aggressive and is putting other children’s or educators’ health at risk, then the following procedures will be followed:

• The child’s parents will be continually informed of the incidents.
• A time will be made where it is appropriate for the educator and parent/s to discuss the issues.
• A behaviour management program will be implemented and carried out by educators and parents. External help may be sought if necessary.
• This program will be continually evaluated by educators, Director and parents.
• If the behaviour does not appear to be improving the Director may refer the parents to a support network (e.g. Inclusion Support Unit etc.)
• It may be necessary for the parent/s to collect their child early if other children or educators are put at risk of harm.
• If after a reasonable period of time the child’s behaviour is not improving, the Director and educator will consult with parents in supporting them to find a more appropriate service.

Biting Procedure/strategies

The child who was bitten:

1. Comfort the child who has been bitten-complete first aid e.g. ice pack, cuddles
2. Make sure you focus attention on the child who has been hurt. Children who have hurt another child can often be encouraged to help comfort or assist the hurt child (get a tissue, hold the ice pack etc.)
3. Complete accident report-bitten child. Contact family if the skin has been broken. Notify family on pick up or notify family with 24 hrs if an emergency person picked up the child.
4. Educators encourages the child to verbalise their dislike of the situation e.g. “Stop it I don’t like it.” “Please don’t hurt me.”

The biter:

1Talk & redirect the child who has been biting. If more than one occurrence- shadow the child at all times

2Complete incident report-the biter. Give form to family on pick up or contact family within 24 hrs if an emergency contact person picked up the child.

3If it is an ongoing behaviour:

-Educators to complete a variety of observations to see when behaviour is occuring-any regular patterns

-Educators have open communication with families-any changes at home e.g. a new born sibling, separation, death in family, moving house, teething etc

-Is it age appropriate e.g. limited language development, additional needs etc

-Organise a time with family to discuss development & strategies

-Complete any paper work if necessary such as- First Chance, KU services to assist with funding

-Shortening days & hours that the child attend the service

-Educators will be consistent, reliable, and realistic in their expectations and responses to the child.

-Educators will model desirable behaviour in interactions with the child, peers and other adults.

-Label the child’s behaviour as inappropriate, not the child.

-Support the child in developing positive problem solving skills and participation in conflict resolution.

-Recognise and anticipate the child tension or conflicting behaviour and respond tactfully using positive strategies to prevent occurrence, e.g. distraction, redirection and providing adequate materials.

-Involve the child in the development of limits and rules within their environment.

-Encourage the child to think, empathise and support other children’s thoughts, needs and feelings.

-Help the child recognise, label and manage their feelings and emotions.

-The Child feelings are considered important and opportunities are given to release negative feelings in a positive manner, e.g. running outside, creative outlet, e.g. painting.

-Seek and attempt to understand reasoning behind the child emotions and behaviour.

-Be patient with children’s curiosity and need for exploration.

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-Educators will need to reflect their daily practices such as their meaningful interaction with children, routines, transitions etc

-An educator may need to shadow the child where a child’s actions are posing a threat to either his own safety or the safety of others within the service

-Guidance of children is free of isolation, ridicule, loud voices and threats of physical force.

Implementation of procedure

Educator discipline techniques will be consistent. These include the use of clear guidelines and rules formulated and these guidelines will be developed with involvement of the educators and family.

Step one

Observations and developmental records are collated to determine reasoning behind or Pattern of behaviour (The biter & other children-development such as language), educators to implement programme based on findings. Observations such as Event/Time sample, Before/ during & after observation.

Step two

An interview with family and educator should be arranged to discuss avenues for both parties to implement in the hope to support each other and provide consistency and positive behaviour management for the child.

A communication system may also need to be put in place - e.g.: communication book for both educator and parent’s comments.

Documentation will be evident as a reflection and future reference of meeting held. Review date should also be organised.

Step three

Referrals to agencies or the involvement of other professionals to help with the planning, development and implementation of positive behaviour management at home and service.

Step four

An educator will shadow the child at all times

Shorter days or if in agreement with families, be informed of the need, via telephone to collect their child earlier than stated on attendance sheet, on day of behavioural incident.

Step five A shorter week than stated on enrolment form.

Step six

Review whether our service is appropriate for the child and their attendance is not affecting the safety and well being of other children attending.

Sources

Early Childhood Australia Inc. (2007). The code of ethics. Retrieved April 23,

2010, from

Porter, L. (2003). Young children’s behaviour: Practical approaches for caregivers and teachers (2nd ed). NSW: MacLennan & Petty.

Porter, L. (2006). Children are people too: A parent’s guide to young children’s

Behaviour. Adelaide: East Street Publications.

Storehouse, A., & Gonzalez-Mena, J. (2004). Making links: A collaborative approach to planning and practice in early childhood services. NSW:Pademelon Press.

The Royal Australasian College of Physicians. (2004). Physical punishment anddiscipline (including smacking). Retrieved April 23, 2010, from

UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved April 23, 2010, from

United Nations Convention on the Rights of a Child

National Quality Framework

Early Years Learning Framework

Children and Young Person (Care and Protection) Act 1998

Occupational Health and Safety Act 2000

Work, Health and Safety Regulations 2011

Review

The policy will be reviewed annually.

The review will be conducted by:

• Management
• Employees
• Families
• Interested Parties

Reviewed: March 2017Date for next review: March 2018

Behaviour Management Chart

Childs Name:D.O.B: Room: