MANAGING BEHAVIOUR
Document Title: | Managing Behaviour |
Unique Reference Number: | 024 |
Revision Number: | n/a |
Document Author: | Edenmore Early Education Centre with Canavan Byrne |
Document Approved: | Mairead McDermott |
Date the Document is Effective From: | 15 October 2017 |
Scheduled Review Date: | October 2018 |
Number of Pages: | 16 |
Child Care Act 1991 (Early Years Services) Regulations 2016 (Síolta Standard 5: Interactions) (National Standard 3: Working in Partnership with Parents/guardians or Guardians, National Standard 9: Nurture and Well-Being, National Standard 10: Behaviour) Aistear: The Early Childhood Curriculum Framework.
Statement of Intent:
We will work with the children to ensure they receive positive guidance, support, and encouragement to finding positive solutions to manage their own behaviour.The service sets realistic expectations of behaviour in accordance to the age and stage of development of the child. We apply rules and expectations fairly and consistently to all children. We do not use any form of physical punishment. We encourage children to respect themselves, others and the environment. We facilitate children to make positive decisions and choices about their own learning and development to develop a positive sense of self. We aim to facilitate a happy, caring environment with stimulating activities for all children. In the case of a particular incident, or persistent unacceptable behaviour, we will always discuss ways forward with the parent(s)/Guardian of the child.
We will NEVER inflict corporal punishment on a child.
General Procedures for Encouraging and Nurturing Positive Behaviour:
Rewarding Positive Behaviour:
In anticipating occasional inappropriate behaviour, we follow these guidelines:
Implementing Positive Steps to Supporting Positive Behaviour:
Procedures for Supporting Positive Behaviour:
ABCD: Action Behaviour Choice Decision
Minor Behaviour Problems:
In these type of situations, the child may have caused no issue and all day and suddenly their behaviour changes.
Minor behaviour problems are behaviours in line with the child’s age and stage of their development (See Appendix G: Children and Behaviour).
Staff should positively support the child’s well-being and identity throughout the process of supporting positive behaviour. The child should always feel valued, respected, empowered, cared for, and included.
Staff will assess each situation and use their best judgement in dealing with the matter. Situations may arise where the staff may allow the children ‘resolve their own battles’ or ignore minor incidents.
A sensible approach is recommended in dealing with minor behaviour problems. It is not always evident to staff what the cause of an incident has been.
Age of child: | Approach: | Examples of behaviour: |
2- 3yrs
3-5 years
|
1. Approach calmly
2. Stop any hurtful actions 3. Acknowledge children’s feelings 4. Gather information 5. Restate the problem 6. Ask for ideas for solutions and decide on an outcome the child. |
· Temper tantrums
· Possessive of toys · Fussy feeder · Use of bad language · Whiny · Verbally hits out · May be bossy |
If a child has a temper tantrum, the age of the child is taken into consideration. A child under three years is more likely to have tantrum out of frustration. A child over three years is more likely to be linked to defiance. Staff will take a gentler approach with the younger child and a firmer approach with the older child. Staff will explain to the older child in a calm clear way using simple words why they cannot have what they want. If the tantrum continues and other children are getting upset or hit the child will be moved to another area in the room until they calm down.
The staff member should act in a calm and fair manner and allow the child to re-join the activity when they have calmed down as if nothing has happened.
At this stage, boundaries should be highlighted to the child. The expectations must be clear and reasonable to the age of the child and their developmental level.
Where it is evident that a child is about to misbehave for example taking a toy from another child then the staff member should comment on the behaviour. ‘Mary, you know we take turns and share. Angela will let you have that toy [name toy or doll] to play with when she is finished. Will we ask Angela to let you have that toy when she is finished?’ This provides the child with an opportunity to change the behaviour and not take the toy from the other child. If the child continues a second reminder should be given and what the consequences will be if they continue.
Managing Moderate Behaviour Problems:
ABCD; Action Behaviour Choice Decision
Moderate behaviour problems tend to happen more frequently than the ‘once off’ type behaviours and have a greater impact on the child themselves and other children in the room.
Staff should positively support the child’s well-being and identity throughout the process of supporting positive behaviour. The child should always feel valued, respected, empowered, cared for, and included.
Age of child: | Approach: |
2- 3yrs 3-5 years
|
1. Approach calmly, stopping any hurtful actions
2. Acknowledge children’s feelings 3. Gather information 4. Restate the problem 5. Ask for ideas for solutions and 6. Choose a decision together 7. Be prepared to give follow-up supports for Supporting Positive Behaviour 8. Observe the child |
Staff will ask the child what is wrong or bothering them. Emotion picture cards may be used with younger children to support how they may be feeling. Observations will be used to assist making an assessment as to what may cause the behaviour. Observations will be used to capture when the child’s behaviour is more positive as when behaviour is more challenging children are regularly corrected. Constant correction can have a negative impact on the child’s self-esteem. Staff will use the observation of ‘positive’ behaviours to give plenty of encouragement and praise which should help to develop self-esteem.
This approach can be shared with parents/guardians and used at home and in the service. Observations should be looking for:
Staff will consider changing the layout of the room regularly, and perhaps changing the daily routine to ensure that there is variety and children do not become bored.
Staff will consider liaising with the designated person responsible for behaviour management for support when they have used strategies that have not seen an improvement in behaviour.
Managing Severe & Challenging Behaviour:
ABCD: Action Behaviour Choice Decision
Severe and challenging behaviours are frequent and repeated actions by a child that impact significantly on other children and the child themselves. The child may also find it difficult to engage in the activities being undertaken. In this type of situation, the behaviour has not improved using the usual behaviour management strategies and may often require more intensive one-to-one support to the child. Staffunderstand that it is important to recognise in managing severe/challenging behaviour that there is a problem.
Staff will discuss the behaviour problem with the designated person who has overall responsibility for managing children’s behaviour problems to put an action plan together.
At any age: | Approach: | Examples of behaviour: |
1. Approach calmly, stopping any hurtful actions.
2. Make eye contact with the child 3. Acknowledge children’s feelings. 4. Gather information. 5. Restate the problem and ensure the child understands 6. Suggest solutions and choose one together. 7. Be prepared to give follow-up supports for supporting Positive Behaviour 8. Observe the child |
· kicking,
· hitting, · bad language, · prolonged screaming, breath holding, · head banging, · ongoing biting, Other behaviours may present as the child refusing to engage, being over anxious, avoiding contact with others and unusual behaviours. |
Staffwill ensure that instructions or corrections are given in simple words and kept short and that similar phrases are used by all staff and the child’s parents/guardians so that the information been given to the child is consistent.
Where a child is receiving professional supportthe servicewill work with the parents/guardians and the professionals to implement the programme or approaches recommended.
A behaviour management strategy plan will be drawn up based on observations and professional support guidance {PHN or others} where possible. All staff will adopt the same approach to what to do when the child shows signs that the challenging behaviour is about to be presented, how best to manage that behaviour when it happens, how to limit the negative impact on other children or activities and strategies that can be taught to the child to help them control their own behaviour.
The servicewill engage and work with the parents/guardians to work towards the same approach at home and in the service to behaviour management
Procedures Which Are Unacceptablefor Supporting Positive Behaviour:
Partnership with Parent(s)/Guardians:
Where a significant incident occurs regarding a child’s behaviour, the following should be documented.
Anti-bullying:
Children are afforded a right to their own time and space. Depending on the child’s age and stage of development, it may not be appropriate to expect children to share. However, we feel it is important to acknowledge both children’s feelings, and to support them in understanding how the other child may be feeling.
Diversity and equality is important for children to understand, and we endow to create a positive and supportive environment for all children. Staff will encourage all children to acknowledge and celebrate difference. Consequently, children will recognise from an early age, bullying, fighting, hurting and racial comments are not acceptable behaviour.
Bullying can take many forms. It can be physical, verbal or emotional, but it is always repeated behaviour which makes other people feel uncomfortable or threatened. Any form of bullying is unacceptable and will be dealt with immediately. At our service,staff follow the guidelines below to ensure children do not experience bullying.
BULLYING AND PHYSICAL VIOLENCE IS NOT TOLERATED WITHIN THE SERVICE, WHETHER INFLICTED ON ADULTS OR CHILDREN.
What causes children to be aggressive?
Sometimes, aggression takes the form of instigating fights, sometimes the child may provoke other children to fight, or may antagonise or threaten other children. Other children do not like this behaviour, and will often feel intimidated and insecure in their environment. Children who display aggressive behaviours will often have low self-confidence, poor social skills and may have difficulties with their speech. However, any child regardless of their age or stage of development may experience aggression at some stage. Aggression brings power, and often children who are aggressive will seek the control and position which comes with it among their peers.
How can we support positive behaviour?
Rough and Tumble play/ Fantasy Aggression:
Young children often engage in play which has aggressive themes- such as superhero and weapon play. This may take over some children’s play. This is an interest of that particular child, and it is not a precursor for bullying. We will ensure the behaviour does not become inconsiderate or hurtful, and will address it if we feel necessary.
Biting:
Biting happens in almost all Child Care settings where young children are together and dealing with biting can be challenging. Biting is a developmental stage which children may go through. All biting incidents are upsetting for children, and will be dealt with in a calm and clear manner. The early year’s practitioner will use clear language and be consistent in their approach. We aim to support children in developing self-control; however, the safety of each child is our primary concern.
Why do children bite?
Biting Prevention:
Where a child does bite, staff should follow these guidelines and try to distinguish a pattern:
Procedures to follow when biting occurs:
Usually the skin isn’t broken and the wound isn’t serious. However, the appropriate first aid should be administered.
If the skin is not broken:
If the skin is broken:
Please note that every effort will be made to support the biting child and we will work closely with the parents/guardians to find appropriate strategies. We will also support and train staff in this regard. In rare circumstances these efforts may not be successful. Sometimes as a last resort for risk management reasons and with the welfare of all children in mind a child’s place may need to be terminated or suspended until a solution is found. Our approach is always to find ways of retaining children in the service rather than terminating places.
APPENDIX G: CHILDREN AND BEHAVIOUR
Where children cannot verbally communicate, children often use behaviour as a form of communication. Children will often use behaviour as a medium to express their feelings, fears and emotions.
Physical behaviour: children’s physical behaviour can often be a result of tiredness, illness or medication. Night-time sleep problems (interrupted night sleep) has been found to be a common cause of behaviour problems causing chronic fatigue and a cranky, irritable child with poor coping skills.
Developmental: behaviour will often reflect the age and stage of development of the child for example temper tantrums. Developmental delay in children’s speech, mobility or other areas can lead to a child feeling frustrated and may present in challenging behaviours.
Management should be informed by parents/guardians of all concerns regarding developmental delay, as it is through this the child’s needs can be fully supported within the setting.
Emotional: learning about feelings and emotions is a process. Often when children’s emotions are in disarray, it will primarily affect their behaviour. Such examples include bereavement, a new baby, a house move etc. We ask parents/guardians to inform the early year’s practitioner of any changes or difficulties which may be occurring for the child- no matter how small. Through this, the child can be supported positively, and feel valued, cared for and respected.
Environmental: an environment which supports the individual child’s interests, age and stage of development, gender and background should be provided. The environment must be stimulating, and offer a variety of opportunities for each child within the room. Settings must ensure the correct space requirements are in place as per the Child Care Act 1991 (Early Years Services) Regulations 2016.
Intellectual:where a child’s interests, abilities or background is not evident within a room, the child may not be stimulated. It is the responsibility of the early year’s practitioner of that room, to ensure age and stage appropriate materials, opportunities and areas are present within the room for each child to utilize.
APPENDIX H: METHODS TO SUPPORT POSITIVE BEHAVIOUR
Supporting and encouraging positive behaviour requires documenting, planning, and implementation. However, it is based on staff becoming reflective in their practice. It is our policy to create, and sustain a setting where children are confident and competent learners in a secure, stimulating and age appropriate environment.
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