Positive behaviour Policy
Aim:
Treetops ECC provides an environment that is safe and stimulating for the children in our care. The aim is to ensure a positive approach to behavior guidance, which will encourage all children to develop self-esteem and positive relationships with others. We believe in working closely with parents to enable a consistent approach to behavior management.
Explaination:
Staff members will use positive techniques of guidance, redirection and reinforcement to demonstrate positive behavior in children. We will have a clear set of realistic guidelines for children’s behavior.
Practice:
Every child and family is to be treated with respect and dignity. Positive reinforcement will be used to promote appropriate behavior. Parents will be updated on their child’s behaviour regularly. There will be, at all times, avoidance of blame, harsh language and degrading
responses. Through explanation, children will be encouraged to take responsibility for their
choices. At no time will a child be subjected to any form of physical or emotional ill treatment. Treetops ECC strives to create a sense in each child of being well-behaved, well-
mannered and attentive. A positive behavior incentive scheme will be put into place to encourage positive behavior such as ‘sticker charts’, reward charts and praise. There will be a Star of The Week certificate given to one child every week to encourage good behavior. Incentive stickers, hand stamps, high five can be used to reinforce positive behaviour. In addition, each class teacher gives oral or written praise. We will always address the action, not the child. Children should be given the opportunity to make appropriate choices and will be
encouraged to make their own decisions where applicable. We should display a positive role-model image at all times. If a child’s behavior is disruptive, dangerous, aggressive or unusual, a staff member will attempt to re-motivate the child, directing him/ her to an alternative activity. Teachers will monitor the child and try to prevent negative behavior from reoccurring. When discussing behavior, staff members must go down to the child’s level. An explanation of why the behavior was inappropriate should be given in a calm and
gentle manner. Distract them and gently direct them an alternate activity. Only if necessary for persistent behavior problems, the parents will be called to
attend a meeting with the Manager and staff concerned. The nursery has no time out policy. No child should be sent to a quiet corner or a particular area in the class.
The Environment:
- Create a positive environment by greeting children warmly every day, speaking in a
calm tone, providing choice and interest and developing warm relationships with
every child. Catch children doing the right thing and express pleasure at appropriate behavior. Model consideration, patience, courtesy and helpfulness. Admire efforts of children to build self-esteem sincerely and consistently. Use non-verbal behaviours such as high fives, thumbs up and a caring voice to build trust and self-esteem.
Strategies for Behaviour Guidance:
Praise and ignore
- Encourage positive behaviour either verbally or non-verbally. At appropriate times
choose to ignore negative behavior to reinforce that acceptable behavior receives
attention and rewards. - When reinforcing appropriate and positive behavior, do it immediately and be specific.
Redirection
- If you can see a situation may arise from behaviours being exhibited, redirect the
child to another activity or place. If a situation has already occurred, redirect a child to something/ somewhere else if necessary.
Modelling
- Model the behavior you desire and work together with the child to encourage the
behavior. Teach children about good behavior and what they are not expected to do. Use one child as a model for another: this can be very useful in group situations.
Rewards and Privileges
- Use rewards or privileges only during or immediately after desired behavior Describe the reward behavior to the child. Vary rewards and privileges regularly. Occasionally tell children ahead of time what they can do to earn rewards and privileges. Simple rewards or privileges include allowing children to do something they like such as, getting lunch boxes ready. Often these non-tangible rewards are the most meaningful for children.
- Part of this process is learning that what they do has an effect on themselves and others.
Parents as Partners
Parents will be regularly kept informed of their child’s behavior if it is deemed to be
inappropriate at Parents can help by recognising that the Treetops ECC Behaviour
Management Policy requires close co-operation between parents, teachers and children.