Behaviour Guidance

We aim for policy and practice to reflect real life.

At Green Umbrella, learning is viewed as a continuous process and all children are at differing stages of development, ability and understanding.  Our Educators grow deep and meaningful relationships with all children. This, and their knowledge of each child underpins their approach when addressing this important policy area. 

POLICY STATEMENT:

Our service believes that children have the right to feel physically and psychologically safe. We aim to provide an environment where all children and educators feel safe, cared for and relaxed and which encourages cooperation and positive interactions between all persons (My Time, Our Place Outcome 1).

This behaviour management policy is based on guidance, redirection and positive reinforcement.  Educators will aim to guide rather than control the behaviour of the children in our care.

Basic rules will be established based on safety, respect for others, order and cleanliness and will be communicated to all families, children and educators along with consequences for inappropriate behaviour.  The service recognises the importance of children’s input into developing the basic rules and helping to determine appropriate consequences for inappropriate behaviour (My Time, Our Place Outcome 2). Our service promotes a positive approach to managing the behaviour of all children. Children will be encouraged to resolve problems, defeats and frustrations where appropriate. This can be achieved by exploring possible solutions, and helping children understand and deal with their emotions. This will depend on the child’s age and level of development (My Time, Our Place Outcome 3).

The service will ensure no child being cared and educated for by the service is subjected to any form of corporal punishment or any discipline that is unreasonable in the circumstances.

The service will ensure that every reasonable precaution is taken to protect children being cared for or educated by the service from harm and any hazard likely to cause injury.

EMBEDDED PRACTICE -- WHAT WE DO / KNOW

All behaviour is a form of communication

Educators are cognisant that behaviours are utilised to communicate a need or gain assistance if something does not make sense, is threatening, is out of their control.  Hence the importance of growing the skill set.

We support children to regulate their own behaviour

From birth children begin to explore how the social world works. Educators can support children to learn about interdependence and to become considerate humans.

We actively develop a relationship

Educators, parents and students develop good relations based on open communication, humour, respect and shared learning experiences.  These relationships provide a solid foundation from which to support children as they develop self-confidence and skills to manage their own behaviour.

We promote independence in students

At Green Umbrella we believe it is important for students to develop independence and a sense that "I can do it". While Educators are on hand to support all situations, we encourage students to "have a go" or to gain assistance from peers; not to turn automatically to an adult for the answers.

At Green Umbrella, Educators are always looking for ways to empower students, as empowerment leads to a greater self-awareness and increased self-esteem. Students with good self-esteem are in a sound position to develop self-discipline.

We create opportunities for students to contribute to the Green Umbrella community.

Educators listen to, and act on, students’ ideas and involve students in decision-making at every opportunity so that they can make a positive contribution to their own lives at Green Umbrella.  Key opportunities for student involvement include daily Green Umbrella life, circle time, and brainstorming ideas.

We make encouragement a habit

Encouragement focuses on effort and is positive and empowering.  The focus is on improvement and confidence building and is offered at all times.  

We support communication – saying sorry removes the conversation

Interaction is between more than one person and by directing an apology (say you are sorry) we limit the communication and understanding behind an action.  Both children are finding ways to communicate.  Saying sorry as a directive shuts down the child’s thoughts and feelings, needs and perspectives, motives and values.  Educators act as mediator and help children to negotiate their rights in relation to the rights of others.

We develop a healthy attitude to mistakes

Our mistakes have the potential of providing our greatest learning opportunities. When students make errors, constructive feedback is provided so that students can learn from their mistakes.

We are good role models

Students are more likely to develop a healthy lifestyle with positive self-concept and an optimistic outlook if others in their lives demonstrate this through their own behaviour.

We share with community our practices

Educators share and deepen theirs and others skill set in dialogue with other Educators.   We offer community education in many ways -role modelling, 1:1 discussion, family inclusion in activities, and in the weekly newsletter.

We reflect on Pedagogical decisions

Educators reflect as individuals and as a team on the expectations they place on children.  How may the child be feeing; are the set expectations possible with their current strengths and capabilities; is the tone and words consistent to understand expectation; is the messaging clear?

PROCEDURES:

a)        Guidelines

• Educators will ensure that expectations relating to children’s behaviour are clear and consequences for inappropriate behaviour are consistently applied.
• Educators will act as a positive role model for acceptable behaviour and encourage and reward acceptable behaviour.
• Whilst at the service, we expect that the children will comply with the following basic rules:

• Respect each other
• Respect other people's property and that of the service
• Share with other children and be inclusive
• Accept and respect individual needs and differences
• Clean up after activities
• Be polite to educators and to each other
• Follow the instructions from educators
• Play only in the allocated areas and as directed by educators and not enter areas that educators have designated as “out of bounds”
• Remain in the supervised area of the program until the authorised person collecting them has signed them out
• Not participate in physical fighting (play or real), for example, spitting, throwing toys, stones or dangerous objects.
• Not engage in any form of aggressive or anti-social behaviours.
• Use appropriate language at all times.

b)        Guiding Children’s Behaviour:

Steps that educators take towards establishing good behaviour management include:

• Establishing positive relationships, which are the foundation for building children’s self-respect, self- worth and feelings of security
• Observing children to identify triggers for challenging behaviours. Paying attention to the child’s developmental level and any program issues that may be impacting on the behaviour
• Using positive approaches to behaviour guidance. Some of these include positive acknowledgement, redirection, giving explanations, encouragement, giving help, collaborating to solve problems and helping children to understand the consequences and impact of their behaviour
• Supporting children by providing acceptable alternative behaviours when challenging behaviour occurs
• Ensuring limits are consistent, carried out in a calm, firm manner, followed through and that children are helped to behave within the limits
• Involving the family and the child in appropriate ways in addressing challenging behaviour
• Using other professionals when necessary to help with behaviour guidance
• Identifying children’s strengths and building on them
• Seeking support from other educators and management.

c)        Supporting Steps:
When a child’s behaviour is deemed inappropriate to either him/herself or others, or if a child’s behaviour is intrusive to another person’s enjoyment, then educators will actively intervene and take steps to attempt to resolve the situation.  

Inappropriate behaviour can include aggressive or anti-social behaviours, being uncooperative, not listening to reasonable requests from educators, or consistently disregarding the basic rules.  In these instances, the following steps will be taken:

• The educator will explain to the child that this type of behaviour is inappropriate.
• The educator will re-direct the child to a different activity within the room (or outdoors).
• If aggressive or inappropriate behaviour continues, the child will sit away from the group to calm down and think about their actions. After a short period of time, the educator will have a discussion with the child with respect to their actions, and then the child will return to play.
• A discussion will be held with the child’s family when the child is collected.

d)        Persistent inappropriate behaviour:

If inappropriate behaviour continues over a period of time, a meeting between educators, nominated supervisor, child and family will be arranged. The meeting agenda will cover:

• Alternative approaches to behaviour guidance
• The child's life outside the service
• Any problems that may be causing the behaviour

A mutual strategy for improving behaviour will be discussed and closely monitored by educators, the nominated supervisor and the child’s family.  Should it be necessary, and with the consent of the family, advice and assistance will be sought from relevant external specialists to address the matter.

In extreme cases, to protect other children and educators, the service reserves the right to exclude the child from the service; this may be a temporary or permanent measure.  Exclusion will only be considered after:

• The child’s family has been notified and given the opportunity to discuss their child’s behaviour
• Educators, Nominated Supervisor and Approved Provider, have given careful consideration to the problem.
• Adequate support and counselling is sought (if necessary)
• Clear procedures have been established for accepting the child back into the service.

CONSIDERATIONS:

Endorsement by the service

Approval date:  31 May 2021

Date reviewed:  May 2024

New review date: May 2027