Policy on Positive Child Guidance

POSITIVE CHILD GUIDANCE

Rational

Gisborne Montessori Pre-school will protect children and promote positive attitudes to the management of children’s behaviour. The dignity of each child is respected and the individual needs of the children will be taken into account at all times.

Purpose

Children are treated with respect and dignity at all times. Positive guidance directed towards promoting positive behaviour along with positive reinforcement of good behaviour appropriate for the child’s stage of development is used at all times.Clear and consistent boundaries are set by teachers so that children can feel safe and secure within their environment.

Guiding Principles
  • Children and adults are expected to speak to each other respectfully. Verbal abuse, belittling, critical, judgmental or scolding language and tone are not acceptable. 

  • Children are supported to work and play co-operatively. Children are not permitted to hurt other children or adults.

  • Teachers and other adults are not permitted to physically hurt children including grabbing, forcibly handling or immobilizing. Taking a child by the hand uninvited is used only to avert a pending accident or harm to another child. 

  • Children will be respectful of the equipment (indoors and outdoors) and not deliberately break or damage school property.

  • Children may work independently and co-operatively, but may not disrupt or damage others’ work or play.

Procedures
  • Adults are given information about this policy and the Guiding Principles of the centre during the induction process.

  • Ways to manage children’s behaviour will be discussed during class and staff meetings.

  • Teachers will work together to document unacceptable behaviour.

  • Teachers will work together and Head Teachers with parents to individualise behaviour management plans where appropriate.

  • The Head Teachers will advise the Principal who will be available to assist with child management plans and parent meetings.

  • In consultation with parents, specialist services (Group Special Education, CYFS, Wellstop, Public Health, Plunket) may be consulted for advice and support when necessary.

  • The Principal will report appropriate information to the Council.

Positive Guidance Strategies

Staff will set clear limits and boundaries with realistic expectations appropriate for the child’s stage of development.If a child is hurting another child, attention will be paid to the victim first, with the other child being supported until they have calmed down and are able to discuss the situation with the teacher.

 Staff will set clear limits and boundaries with realistic expectations appropriate for the child’s stage of development.

 If a child is hurting another child, attention will be paid to the victim first, with the other child being supported until they have calmed down and are able to discuss the situation with the teacher.

  • The child will be redirected to alternative activities if their behaviour is unacceptable.

  • Teachers will suggest a more appropriate way of behaving.

  • Teachers will reinforce appropriate behaviour by giving positive feedback.

  • Teachers will observe to work out possible triggers of the inappropriate behaviour.

  • Teachers will use positive language to describe appropriate behaviour e.g. ‘walk inside’ rather than ‘don’t run.’

  • Teachers will model the words children can use to negotiate with other children.

  • Teachers will give children time to work out their own solutions but be available to support when necessary.

  • Teachers may join the activity and suggest roles for each child.

  • Teachers will ask for support and guidance from each other and from the Head Teachers.

This Policy statement has been prepared/reviewed by the Association Council after consultation with the staff and community where appropriate. The Principal and staff are jointly responsible for the implementation of this policy. This policy is part of the regular policy review schedule and will be reviewed annually.

Reference

ECE Regulations 2008 (43) (56)