Behaviour Management Policy
We do not and will not administer physical punishment, or any form of punishment with the intention of causing pain or discomfort, nor any kind of humiliating or hurtful treatment to any child in our care.
In this house, all children are treated equally and fairly, according to their age and stage of development, and nobody is permitted to hit or hurt anybody else.
Whilst we recognise the need to set appropriate and reasonable limits - we also understand that children, too, can have a bad day.
If a child is feeling tired, emotional or unwell - they may not feel like joining in or sharing, for instance.
Giving children the benefit of some time-out, quiet time or rest, is often all that's required to avoid confrontational situations.
A note about 'time out'.
We do not consider this to be a punishment. This is an opportunity for everyone to take a breather.
Children are given a quiet spot and offered a glitter shaker bottle, sensory books and soft toys to help them calm down. This is often all thats needed to help them manage emotions and begin to think more clearly. Then we can talk things through and find solutions, where needed.
We endorse positive discipline as a more effective way of setting limits.
Positive discipline means:
- Rewarding good behaviour- rewards are constructive and encourage further effort.
- Encourage self discipline and respect for others - children need to grow into people who behave well, even when there is no-one to tell them what to do.
- Setting realistic limits and giving clear instructions - as children grow and develop our expectations of them change.
- Setting a good example - young children will notice and emulate our behaviour.
- Being consistent - children need to know where they stand and where the boundaries are. They will feel more secure and confident if they know we mean what we say.
- Praise, appreciation and attention - when children are used to getting attention with good behaviour, they won't seek it by misbehaving.
- Building self-esteem- hurting or humiliating children can lead to worse behaviour.
Attention, approval and praise builds self-esteem and
a child who feels valued is more likely to behave well.
Children learn what they live
Dorothy Law Nolte
If children live with criticism, they learn to condemn.
If children live with hostility, they learn to fight.
If children live with ridicule, they learn to feel guilty.
If children live with shame, they learn to feel shy.
If children live with encouragement, they learn confidence.
If children live with tolerance, they learn patience.
If children live with praise, they learn appreciation.
If children live with acceptance, they learn to love.
If children live with approval they learn to like themselves.
If children live with honesty, they learn truthfulness.
If children live with security, they learn to have faith
in themselves and those about them.
If children live with friendliness, they learn the world
is a nice place in which to live.
I have written a few simple 'House Rules', which are designed to help us all work and play together happily and safely. They are probably very similar to those you have in your own home.
I work with children to ensure that they understand the rules and why we have them. Mainly they are there to ensure the safety of all those in the home and to help children learn to respect each other and the property of others.
- We all sit at the table (or highchair) to eat and drink: This is to prevent spills and choking accidents. It also helps create a social atmosphere in which children learn good table manners.
- We treat furniture with respect: This is to help prevent children falling off settees, hurting themselves, and also to learn to respect other peoples property and to use things for what they were designed for.
- We look after toys and play with them correctly: We learn not to throw toys as this could break them or hurt someone.
- We remove our shoes when we come indoors: We don't want to tread any 'dirt' onto flooring where babies crawl and we sit and play.
- We put our shoes back on to play outside. This is to protect our feet from dirt, germs or injury.
- We treat others how we would like to be treated: We learn good manners, say please and thank you and are nice to each other. We do not hurt each other by physical or verbal means. We offer to help others, help only with their consent.
- We share toys and activities, and we tidy them away afterwards. This is to help prevent accidents - we will not trip over toys and hurt ourselves (or break them) if we keep the floor tidy.
- Sweets and chocolates are treats for special occasions only. This is because children tend to ignore or refuse the healthy food available, if they think they can have 'yummies' instead. It may cause jealousy amongst other children who will feel it is unfair that one child is allowed them, whilst they are not. It is simpler to have a no sweets rule - unless prior arrangement made for a special occasion, when everyone will share (and after they have eaten their meal)
- ABSOLUTELY NO CHEWING GUM ALLOWED - No exceptions, sorry. This is because I consider it to be a choking hazard during play; and because it is unsightly and difficult to get off of things it gets stuck to/in. If children arrive chewing - they will be asked to wrap it in paper and dispose of it in the dustbin.
Meeting the Early Years Foundation Stage welfare requirements
Safeguarding and promoting children’s welfare – Children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs.