BEHAVIOUR GUIDANCE POLICY. All providers are required to use positive behaviour guidance methods. Correcting behaviours will take the form of positive guidance, re-direction, and the establishment of well-defined limits which will occur at the time of the incident. The following methods of direct and indirect correcting behaviours will be used:
BEHAVIOUR GUIDANCE POLICY. Each child is recognized as an individual little person. It is very important that a child's development is nurtured through caring, patience and understanding. A professional positive attitude is essential in reinforcing appropriate behaviour. It is also important to acknowledge the child's feelings and needs. Each child is unique and has different developmental potentials and needs. Children's interaction with one another will be carefully watched so that they learn to respect one another. Children will be encouraged to problem solve on their own, will be provided with variety of materials and time to explore, manipulate, and discover new things in and around themselves. Teachers will provide support and guidance to support problem solving through a situation while being calm, cooperative, respectful, caring, and consistent. Staff at the Center is not allowed to give timeout to the children. The Centre believes that young children do not develop well when they are pressured, frightened, threatened or punished. The Center staffs use the following prevention strategies: • Recognition and appreciation that children experience in their family and culture influences their behaviour • Environment is carefully planned to encourage the participation and inclusion of all children regardless of cultural background and developmental needs • Adults provide a caring and nurturing atmosphere, responding to children’s emotional needs • Staff establish clear, consistent and simple limits/boundaries, for e.g. “inside we walk, chairs are for sitting on.” • The Center and staff focus on the behaviour, rather than a child • Appropriate behaviour is reinforced by staff while modelling it by using clear communication and direction, and professional and positive attitude • Natural and logical consequences may be used, for e.g. “Yes, I can see that the paint is spilled. Here is a sponge for wiping it up”, “When you forget to put the picture on the shelf, it’s difficult to find it when it’s time to go home.” • Redirection by offering the use of substitute toy or engaging a child in another activity may quickly resolve problems or conflicts
