“Children behave exceptionally well for their age. The childminder and her assistant help them to begin to understand some age-appropriate boundaries in her home.”
Evidence based practice within setting is written in the policies and procedures that are followed by myself and staff. Parents are given copies of the policies is that they have a clear understanding of how the setting will deal with issues relating to behaviour.
Within setting boundaries and expectations of behaviour are related to the child’s age and understanding.
Positive behaviour is modelled by myself and staff so that child clearly see expected expectations.
Within setting there are policies and procedures with how to deal with behaviour:
I will help the children to understand my house rules, which are realistic and I am consistent in the enforcing of them. I do not give out confusing signals Saying NO means NO! I will never smack, shake or hurt your child. I will not humiliate your child
I am aware of the many different reasons why children misbehave and will endeavour to keep to routines so that your child feels safe, and is not over-tired or hungry.
However, all children will misbehave at some point; I have developed several different strategies on how to deal with a child misbehaving and use different techniques depending on the knowledge and understanding abilities. After your child has had consequences for poor behaviour with me, and I have informed the parent/carer, of how I dealt with the matter, it rarely needs to be mentioned again.
Punishing a child, hours after an incident achieves nothing but confusion and upset.
Prompting positive behaviour in children is very important and to do this
I operate an inclusive childminding setting where all children and families are welcome regardless of their race, religion, culture, sex, ability or disability, social background etc.
There are however, certain occasions when it may be necessary to ask a parent not to bring their child to my setting for a short period of time. These reasons include
I reserve the right to terminate a contract with immediate effect and exclude your child permanently from my setting for these reasons:
I will not permit any form of bullying in my setting
If you have any concerns regarding your child please discuss them with me as soon as possible. It is much better to deal with these problems before they become major issues.
At our setting British values are very important and form the foundations of our ethos. That said I feel that family values are important. And as with any culture or family they, follow the beliefs that they are striving to achieve the best outcomes for their child, family or community.
To enhance our ‘British values’ consideration has been given to the following:
Staff are expected within their role to demonstrate positive behaviour demonstrating kindness, manners and friendliness, create an inclusive practice so that children are not favoured more favourably than others or exclude because they are unable to address the issue of unacceptable behaviour.
Through our ethos relating to fundamental British values children enter a calm and welcoming environment, where friendships are formed and children develop positive relationships with their peers and care-givers
Referred to published documentation that is used within setting include:
“the early years outcomes” September 2013 within this document it gives examples of age and expected statements regarding a child’s understanding of behaviour ‘managing feeling and behaviour’
Growing sense of will and determination may result in feelings of anger and frustration which are difficult to handle, e.g. may have tantrums. · Responds to a few appropriate boundaries, with encouragement and support.
Aware of own feelings, and knows that some actions and words can hurt others’ feelings. · Begins to accept the needs of others and can take turns and share resources, sometimes with support from others. · Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met. · Can usually adapt behaviour to different events, social situations and changes in routine.
Aware of the boundaries set, and of behavioural expectations in the setting.
Critically evaluate different approaches to supporting positive behaviour.
Whichever approach regarding promoting positive behaviour is used, consideration needs to be given to how the staff perceive the child’s behaviour and level of understanding. Staff need to have clear expectations of what the settings level of positive behaviour or boundaries are, considering modelled approach for the age and development of the children. Each child needs to be treated fairly and with respect and harsh and bullying manner will not be tolerated.
Understanding my own and staffs’ personal opinions and expectations regarding behaviour can cause conflict if this differ from the policies and procedures that need to be adhered to. Also, the personal relationship with the child and their family.
When a child persistently demonstrates negative or staff are struggling to cope with the negative it may be necessary for staff to have additional training for them to understand different approaches to apply in different situations.
Remember! This is just a sample.
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