Guiding Children S Behaviour

Guiding Children’s Behaviour

(Interactions with Children)

1. Purpose

The purpose of this policy and procedure is to provide direction for educators in relation to strategies for guiding children’s behaviour and ensuring appropriate interactions with children are maintained.

2. Policy

Stonnington Childcare Services strives to actively support the development of children’s confidence, trust, self-esteem and self-control through positive guidance and encouragement in a warm, supportive and safe environment. Interactions with each child are warm, responsive and build trusting relationships. Educators must ensure each child is supported to feel secure, confident and included.

3. Scope

This policy and procedure shall apply to all educators within Childcare Services, including students/volunteers and agency relief educators engaged by the City of Stonnington.

4. Responsibilities

Childcare Services Co-ordinator

Team Leaders

Educators

Students/Volunteers

Procedure

Educators must recognise that all children have the right to be treated with respect and empathy and be provided with an environment where they feel safe and secure.
Educators will encourage children to express themselves and their opinions.
Developmental appropriateness will underpin any behaviour guidance strategies recognising that all children are individuals. E.g. young children have difficulty sharing or waiting and match expectation of young children appropriately.
Educators will acknowledge and respond to children’s emotions e.g. happiness, frustration, anger, sadness in an appropriate manner allowing children to develop self reliance and self esteem.
Educators will ensure that they give each child positive guidance and encouragement towards acceptable behaviour.

Educators will recognise that children often do not have the appropriate strategies to the deal with their emotions; it is the role of the educator to support children to develop these strategies.
Encourage forms of acceptable interactions by using strategies that build confidence and self esteem. E.g. thank you for setting the table for lunch.
Acknowledge that educators are role models for children and role modelling is an important way to teach children appropriate and positive interactions.
Use a positive approach to setting limits explain to children what the acceptable behaviour is and why, e.g. you need to walk inside because there is not enough room to run and you might bump into someone and cause an injury. This should be implemented in a calm manner at child’s level.

Where appropriate involve children in setting limits and promoting appropriate behaviour, encouraging problem solving skills.
Children need time to learn and may need regular reminders of limits and acceptable behaviours.
Children may be redirected to alternative activities if necessary.
Changes to the program, room layout or routines should be considered when considering behaviour guidance strategies.
Distraction and comforting children may be used for babies.
Educators maintain the dignity and rights of each child at all times.
Educators will never use physical, verbal or emotional punishment. E.g. The use of isolation, humiliation, intimidation, negative labelling, yelling, smacking, insulting are not acceptable under any circumstances.
When needing to monitor interactions with children, behaviour guidance strategies will be created in open communication between educators, parents/guardians and children.

Behaviour Management Plan

A behaviour guidance management plan is an example of how educators will observe, plan, implement, evaluate and document strategies that reflect children play and interactions. Examples include swearing, hitting, smacking, kicking other children or adults and potentially causing harm to themselves.
Behaviour management plans will include the following:

 Observation and documentation of behaviour that occurs consistently

 Behaviour that occurs with consistent triggers

 Identify behaviour that could possibly harm other children or adults

 Define the context in which the behaviour occurs

 Reflect a collaborative approach with the child’s parents/guardians

 Evaluating and monitoring behaviour guidance strategies and plans

 Consult external support agency personnel if required

References

Australian Early Childhood Association Code of Ethics –

Education and Care Services National Law Act 2010

Education and Care Services National Regulations 2011

Human Rights Commission

National Quality Standard

7. Forms/Checklists

Behaviour Management Plan

Version Control: 2 / Date Issued; 26 October 2011 / Date Reviewed: 22 February 2016

G:\Child Family Serv\Childcare\Policies & Procedures Manual\Policies and Procedures\CCS PP - Guiding Children's Behaviour (Interactions with Children).doc