Positive Guidance Policy

Rationale:

This policy is designed to meet the Early Childhood Regulation requirements and to inform parents how developing social competence and appropriate behaviour are encouraged.

Purpose:

That there are clear guidelines of acceptable behaviour for all children and adults to ensure fairness and justice.

To maintain a consistency of implementation of guidelines by all adults.

Any situations where conflict may arise are minimised and children are provided with skills to solve conflict

Prevention Strategies

·         Staff will ensure the learning environment is set up with a range of experiences with which children of all ages can become fully engaged.

·         Staff will see challenging behaviours as learning opportunities for all and will use positive interactions with children to support the learning.

·         Staff will use recognition of effort and praise as a positive reinforcement for children.

Positive Guidance Strategies

Staff will encourage developing social competence by:

·         Observing, discussing and evaluating the environment.

·         Providing an atmosphere of consistency, with flexible routines at an unhurried pace.

·         To share information and concerns about children’s behaviour at staff meetings.

·         Providing opportunities for children to have quiet times.

·         Modelling appropriate behaviour in their working relationships with other adult team members

·         Working together in a consistent manner implementing the Centre rules which have been developed alongside children and displayed appropriately in the Centre.

·         Maintaining ongoing contact with families.

·         Undertaking ongoing professional development.

·         Considering the four principles of Te Whàriki in their interactions with children; empowerment, holistic development, family and community, relationships.

·         Access He Māpuna te Tamaiti, a resource designed to support Kaiako within the ECE setting. It promotes proactive, intentional approaches to supporting the development of children’s social and emotional competence.

Dealing with Inappropriate Behaviours

·         Staff will focus on isolating the child’s behaviour rather than labelling the child.

·         A clear message will be delivered by an adult explaining why the behaviour is unacceptable. i.e. when a child could hurt themselves, other children, adults, or property.

·         The child’s name will be used to gain their attention.

·         Children will be encouraged to resolve their own conflicts, but support from an adult will be offered when the child is unable to do this.

·         If required a child will be redirected to another area of play and a staff member will remain with the child, and discuss their behaviour with them if appropriate when they have calmed down and are in charge of their emotions.

·         Some behaviour may be ignored in the short term or the adult’s attention may be given to the targeted child.

·         No child will be put in solitary confinement, immobilised or deprived of food or drink.

·         No child will be spoken to harshly, belittled or degraded.

·         Should a child’s behaviour begin to cause concern, the staff will:

o   Observe the child’s behaviour and record events leading up to it.

o   Discuss the child’s behaviour with a senior staff person.

o   Seek support from senior staff if they cannot manage the child.

o   Communicate their concerns to the child’s parent’ whanau and discuss strategies to help the child.

o   If necessary specialist support will be sought.

·         Staff in a stressful situation will be encouraged to move away and request another staff member to take over.

When implementing this policy; staff are required to familiarise themselves with:

·         Early Childhood Regulations 2008

·         Providing Positive Guidance – Guidelines for Early Childhood Education Services – Ministry of Education 1998

·         Ministry of Education, Incredible Years Programme.

·         He Māpuna te Tamaiti Supporting Social and Emotional Competence in Early Learning, 2019, Min.Of Ed.