As I believe child’s behaviours are reflections of their experience, level of development and environment including adult’s behaviour, I provide the Life Start Group Child Care’s behavioural guidance considering the important roles of care givers including the below items:
• Share child guidance policy with parents and staffs
• Observe child as an individual
• Explaining the rules clearly and directly for children
• Establish simple and related limits to the child’s safety such as “Walking in the classroom.” “Washing hands before eating” “Being gentle with your friend”
• Explaining the reason of limits in child’s level for example: “If you stand up on the chair, you will be fell down and hurt”
• Hearing to the child’s feeling
• Focus on positive behaviour rather than negative
• Being a positive role model
• Give the children responsibility to solve their problems
• Consider child’s rights to make mistakes
• No isolation, separation and punishment
• Don’t consider the basic rights of children such as food, rest and going to the washroom as a rewards or punishment
• Don’t use the corporal punishment such as hitting
• Use the time out policy in a calm area to give chance to kids to control their feeling not as a punishment
• The time out should not be used as a neglect, isolation or punishment for children. It is a time for children to manage their emotions and behaviour, to think and to calm down. That is why, we will prepare a quiet and comfortable area for them. We separate them from other children to give them an opportunity and time to become aware of their anxiety and
regulate their emotions. We also put some books in this area, a calm music, pillow, and blankets to make a comfortable environment.
• Document the incident in a communication book or form and record the steps which we use to solve a child’s behavioural problems and have individually meeting with the parents to review the child’s control development and share the useful strategies to help the child self-discipline
• Consulate with resources such as Community Care Facilities Branch which can help us to find other effective strategies and share this resources with parents • Considering the Self-discipline as an intercommunication and cooperation no for humiliating the child
• Introducing families to the resources such as The Ministry of Health “Guiding Children’s Behaviours”
• Giving the choices to the child for example: “Do you want to play with this car for two minutes first or clean up the other toys you played before?”
• Giving time to kids to respond to our expectations for example: “I take Emily to the washroom first and when I come back, it is your turn to come with me.”
• Providing a friendly and relaxed environment to improve child’s emotional, social, intellectual and physical development.
• Children are not permitted to physically hurt each other through actions such as hitting and biting. They also are not permitted to engage in activities that put themselves or others in danger such as playing with long sticks or throwing rocks.
Guidance Policy, Discipline and Procedures for children with challenging behaviour based on positive and proactive approaches
For a variety of reasons, children may display behaviours that are inappropriate and could be described as dangerous:
• Attempt to get attention
• Attempt to avoid or escape a non-preferred activity
• Have difficulties in understanding consequences of their actions
• Test the limits of acceptable behaviour by adopting extremes of emotional or physical behaviour
• Respond to a particular situation, sensory stimulus, frustration, phobia or obsession
• Ineffective parenting style and discipline mistakes from parents
Some examples of challenging behaviour:
• Hitting or biting other children
• Pushing, pulling or kicking other children or objects
• Throwing objects to others
• Hurting her/himself by throwing him/herself on the ground and rolling over or hitting his/her head to the wall or floor Agreed strategies of the family and daycare:
• Before each transition, the next activity should be fully explained to the child.
• Use the visual card for transitions or show her/him a snack or food dish and show her/him the prop or material of next activity and explain that now is the time to do another activity.
• Encourage the child to be involved in doing activities and getting ready for a new activity.
• While angry, if there is a possibility of him/her hurting him/herself or others, if possible, keep dangerous objects or other children away from her/him.
• If in this situation it is not possible to move the equipment or children, make a physical intervention and hold his/her hands for a short time and try to calm her/his down.
• If we recognize that this behaviour is for getting attention, then it is necessary to pay attention to her/him after he/she becomes calm.
• If we recognize that this behaviour is because he/she does not want to follow daycare’s activities/rules, we will ignore her/his anger burst and behaviour because sometimes if we attend to children during this time, we are reinforcing their inappropriate behaviour.
• In cases where it is possible to give child the power to choose an option, we will do so.
• Take a proactive approach by being close to the children, engaging in play alongside them. This way, it is possible to intervene in the moment when necessary.
• If a child uses physical means to communicate distress, the adult can consider any of the following methods:
• position their body to block the space between the child who is being physical and the other(s).
• ask the other children to give the child in distress space by moving to another area.
• Offer emotional validation to the child in distress. “You seem really frustrated about that,”
“That is so upsetting, I know.” Offer comfort and choices. “Would you like a hug? Space? Let’s read this book.”
• Get the child’s attention with a kind-but-firm direction. “Uh oh, hands to yourself,”/ “Take this squishy,”/ “Not safe. Hands down.”
• Redirect the child to de-escalation/stress reduction techniques. “Take a break”/ “Deep breath in…out”/Squeeze hands together/ Drink water/ Push the Wall.”
• When children are engaging in challenging behaviour, interrupt and redirect the child to the appropriate alternative behaviour using minimal attention, discussion, and emotion. Our redirect should focus on stating what the child should or might do. For example, if the child has taken another’s toy, prompt a
more appropriate social skill :“You can trade with Eric.” or throwing blocks might be redirected to: “Let’s build, you put one here!”
• Reinforce the nearest child who is engaging in the appropriate, alternative behaviour (“I see Sam using walking feet” or “Emily you are sharing the blocks so nicely with your friends!”). Then, when the child with
challenging behaviour engages in the desired behaviour, immediately use descriptive feedback to acknowledge his/her use of the desired behaviour. When the incident of challenging behaviour ends and the child engages in appropriate behaviour, provide positive attention to the child. This might include joining in the child’s play, having a conversation with the child about the child’s interests or activity, or providing the child with physical attention.
• Using “Physical Intervention” as a positive response to challenging behaviour which involves some degree of a direct hold to limit or restrict movement/mobility as an act of care and control aimed at ensuring the safety of the child.
• Different kinds of Physical Intervention such as restraining, holding, and touching only used in these cases: to disengage from a dangerous situation; to prevent the child or young person inflicting injury to self and others or damaging property; to protect oneself from harm.
• Emergency Physical Intervention may be necessary when a child behaves in an unexpected way such as in a situation in which the child is in immediate danger like running out in front of a car or causing or threatening to cause significant self-harm like aiming a fist at a window or leaning over a railing at a height.
In such circumstances staff retain their duty of care to the child and any response must be proportionate
to the circumstances. Staff should use the minimum Intervention necessary to prevent injury and maintain safety, consistent with the appropriate training they have received.
All such incidents should be reported to a designated member of staff who will be responsible for recording the appropriate details.
The possibility of future planned intervention should be considered and discussed with all appropriate parties and an agreed plan put in place.
I sign this agreement as a permission to the life Stars’s staff to consider discipline and Physical Intervention is required.
Parent/guardian’s name ——————————————- Signature ————————Date ———–
Parent/guardian’s name ——————————————- Signature ————————- Date ———
Provider’s name ———————————————— Signature ————————– Date ——–