8. BEHAVIOUR GUIDANCE POLICY

 

1.RATIONALE AND POLICY CONSIDERATIONS

Under the Early Years Regulations 2016, Reg. 10 requires a policy that supports children’s positive behaviour; Reg. 19 requires that children’s positive behaviour is supported.

To achieve this, it is essential to ensure that the emotional, social and general well-being of all of the children attending the service is positively supported in a happy, safe, well-planned and controlled environment.

It is very important for children to be able to: relate well to other children and adults; make friends and get on with others; feel secure and valued; explore and learn confidently and feel good about themselves.

The approaches for supporting children when their behaviour is challenging, in ways that are appropriate for their age and level of development, must also be set out.

Legislation and regulatory requirements

The Child Care Act 1991 (Early Years Services) Regulations 2016 require that a policy relating to supporting children with their behaviour skills is written and implemented.

Children need:

·         This policy to ensure that early years staff allow them the freedom and scope to learn through hands-on exploration and experimentation in a well-planned, well-resourced and well-ordered environment and to test the limits of their bodies to learn what they are capable of.

·         To be able to do this within reasonable and appropriate limits for their own and others’ safety and well-being.

·         This policy to ensure that they receive the support, guidance and understanding that will help them to learn how to manage and regulate their own behaviour in ways that are appropriate for their age and level of understanding.

·         To be supported to learn how to understand their feelings and learn how to express them in appropriate, acceptable and safe ways.

·         They also need to learn how to manage conflict positively.

Parents/guardians need:

·         To know that their child’s needs will be appropriately met and their child’s development will be supported in positive, supportive and constructive ways.

·         To know that their child will be safe and happy.

·         To know that they will be involved in decision-making about how their child's social, emotional and behaviour skills are being supported and developed and that the service will contact them, and work in partnership with them, in the event of any challenging or concerning behaviours being observed.

Staff members need:

·         To have clear policy and procedural guidance on what the service’s approach is to supporting children in their social, emotional and behavioural development.

·         To be clear on what are and are not acceptable ways of responding to behaviour that they may find challenging.

·         To know what is expected of them in relation to working in partnership with parents/guardians to ensure that children receive a consistent and shared approach to supporting them with developing their behaviour skills.

Management needs:

·         To ensure that parents are clearly informed about the service’s approach to supporting their children’s social, emotional and behavioural development.

·         To know that the service’s expectations with regard to how staff members work with the children and in partnership with their parents/guardians, are clearly outlined for all staff members to follow.

·         To ensure that the regulatory requirement to have a policy on managing behaviour is adequately met.

National Quality Frameworks

Tusla Quality and Regulatory Framework

Síolta: The National Quality Framework for Early Childhood Education

Aistear: The Early Childhood Curriculum Framework

Early Years Education focussed Inspection (EYEI) Framework (Department of Education and Skills)

2. DEFINITIONS/GLOSSARY

PARTNERSHIP

Aistear: “Partnership involves parents, families and practitioners working together to benefit children. Each recognizes, respects and values what the other does and says. Partnership involves responsibility on both sides”

STAFF

Every person employed by Play Together Creche at any title has an active role in the education and well-being of children, whether as an educator, management or administrative employee, cleaner, kitchen worker or in any other capacity. Therefore, whoever works with us needs to take responsibility for the education end well-being of children through role-modelling and by following the present policy. This is why we use the term “staff” rather than specific terms such as “teacher”, “educator” or “practitioner”

 

3. POLICY STATEMENT 

At Play Together Crèche we believe children are competent and confident learners. We believe that children will be supported to make choices and accept responsibility for their actions and behaviour. We acknowledge children are continually learning about their emotions, feelings and to manage them.

Through positive and reciprocal relationships with the staff, positive behaviour is encouraged from all children. Staff will ensure expectations on behaviour are fair and consistent to all children depending on their age and stage of development. When we work to promote positive behaviour with children, we are aware of the theory of child development.

Children’s behaviour has a meaning (Russell, 2016): children who present challenging behaviour are not being ‘naughty’, but are trying to communicate their needs and regulate their emotions in the only way their age and the environment offer them. They don’t need correction, but to be listened to with empathy and to be helped ‘learn new ways to regulate their feelings’ (p.8).

We endow all children are treated with respect, by adults and other children alike to allow children to develop and sustain a positive sense of self. As a result, children will feel valued, respected, empowered, cared for, and included. In supporting positive behaviour, children’s well-being is crucial. Any punishment which humiliates, has a negative impact on a child’s sense of self, or makes them feel incompetent is damaging for that child, and other children to witness. This is NEVER permitted in an early year’s setting.

Corporal punishment is prohibited as are any practices or the threat of any practices that are disrespectful, degrading, exploitative, intimidating, emotionally or physically harmful or neglectful. Children are never humiliated, segregated or have food withheld.

We will work with the children to ensure they receive positive guidance, support, and encouragement to finding positive solutions to manage their own behaviour. Play Together Crèche 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 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 inform parents/guardians about this policy on enrollment and seek information from families about the behaviour guidance strategies they use at home.

We recognize that it is important to understand the expectations of parents/guardians regarding our approach to behaviour guidance in the service before children first come to our service. We do our utmost to keep open lines of communication with families on an ongoing basis, following the Key Worker Policy (See: Record Keeping Policy).

While staff are aware of and respect individual children’s and families’ backgrounds and beliefs, it may sometimes be necessary to balance these with our knowledge of developmentally appropriate practices and current best practice recommendations from recognized appropriate authorities, in the best interests of the child.

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 recognize from an early age, bullying, fighting, hurting and racial comments are not acceptable behaviour.

 

4. A PROCEDURES FOR ENCOURAGING POSITIVE BEHAVIOUR

General Procedures for Encouraging and Nurturing Positive Behaviour

·         During the induction period, all new staff are introduced to the behaviour policy

·         All staff understand that many complex factors influence a child’s behaviour, including age, development, health, well-being, family relationships, play and learning environments, routines, interactions with staff and other children, and much more

·         The role that families play, especially parents/guardians, is crucial to the success of the behaviour guidance approach here at Play Together Crèche.

·          Parents/guardians will be provided with regular opportunities to contribute to the service’s general approaches to promoting positive outcomes for children as well as the development and review of their own child’s individual care and education plan

·         All children regardless of race, religion, family background, culture, gender or ability are treated with respect and consideration

·         The Manager is the person designated as the resource person for staff support on behaviour management issues

·         All staff will understand how to support positive behaviour, and how to encourage and facilitate it effectively. Training will be provided where necessary

·         Staff will work in a respectful manner and in partnership with other educators and staff, with children and with parents

·         Staff are role models for the children and will treat one another with respect, use appropriate tone of voice and body language to one another and the children

·         Observation and recording will be used to inform and support staff to decide on appropriate methods and strategies of dealing with behaviour problems

·         Correct Child/Adult ratios will be implemented at all times

·         Positive behaviour will be implemented within the curriculum throughout various themes. Age appropriate activities, prompts and materials will be provided to children to explore their feelings and emotions throughout the year.

·         The physical environment will be arranged and organised with children’s participation in a way that encourages positive behaviour: sufficient space and a pleasant, organised  and clean appearance help children’s well-being and reduce the potential for negative behaviours

·         Children will have access to the outdoor space following the Outdoor Policy. The outdoor space provides opportunities for children to move more freely, be louder without restrictions and become calmer.

·         The outdoor space provides opportunities for children to move more freely, be louder without restrictions and become calmer.

Positive daily interactions with children

·         Staff will adopt a reciprocal and positive relationship with the child

·         Staff will act as a role model and adopt a confident approach to encourage and support positive behaviour

·         Staff will acknowledge and praise positive behaviour as it occurs

·         Staff will provide a calm, safe and stimulating environment which is age appropriate and of interest to all children present within the group

·         Staff will ensure rules are applied consistently to all children within the setting

·         Staff will be reflectively aware of their own expectations regarding the children’s behaviour

·         Each child will be positively supported and recognized as an individual, acknowledging their efforts, achievement and feelings. This will help them developing self-esteem and self-regulation

·         Staff will practically engage children in resolving their conflicts using age appropriate methods. In doing this, children can explore their feelings and conflicts in a safe controlled way. Staff will positively support children in doing this.

·         Positive language will be used rather than negative, and “I” statements will be made rather than saying ‘no’ for example:

•       Say: “I would like you to sit back down on the chair please John, because you will fall off and hurt yourself” or  “ I would like you to sit back down on the chair please, do you remember we only climb on things when we are outside”,

•       Rather than: “Don’t stand on the chair”

·         At an age appropriate level, children will be encouraged and supported in resolving their own disputes. 

·         Children are kept informed of what is happening and what is expected of them.

·         While encouraging positive behaviour, the child’s self-esteem will not be negatively impacted. The child will not be labelled through the use of words as “bold”, or “naughty”.

Implementing Positive Steps to Support Positive Behaviour

·         Rules are few, clear, reasonable and adequate to the age and developmental stage of the children.

·         Rules are meant to safeguard children’s safety and well-being

·         Children will be made aware of the expectations and their responsibility

·         For example: “No hurting bodies” “No hurting feelings”

·         Positive behaviour will be supported and encouraged from all children consistently throughout the day by all staff.

·         Incidents will be dealt with immediately by the staff member who witnesses them

·         Staff will not speak about the child, or their behaviour in front of other parents, children or the child

·         The child will not be labelled by staff

·         Staff will always consider whether a child may have some unmet need that is leading to the inappropriate behaviour or is experiencing some distress, and look at ways to address this in addition to helping the child with managing their behaviour

·         Positive behaviour will be consistently encouraged from all children

·         Where possible there will be a quiet area where children can retreat only if they ask or go there themselves, when experiencing negative feelings: for example, a quiet corner with soft toys and pillows.

·         At an age and developmental appropriate level, when the child is calm, staff will explore the behaviour with the child using prompts. For example:

•       "I noticed you got [feeling] when you were at the [area]…

•       What could you do the next time you feel....?

•       Do you know what I do when I am [emotion]...?

Strategies recommended in Aistear that we use include:

·         Anticipating conflict and supporting children in resolving it, coming to the assistance of frustrated children and helping them find solutions.

·         Modelling social behaviour when interacting with adults and children, thus helping children to learn from others’ social skills such as taking turns, listening, sharing, asking for something, and saying excuse me, sorry, please, and thank you.

·         Encouraging children to help each other during their activities, play and routines.

·         Helping children share skills and knowledge with each other.

·         Encouraging and acknowledging spontaneous co-operative efforts made by the children.

·         Talking to children about the time they spend together.

·         Encouraging children to play co-operative games.

·         Interacting with children rather than managing: play and converse rather than giving instructions and warnings.

Boundary/limit setting and rules

·         Any limits are clearly related to the safety, welfare and protection of the child themselves and others around them.

·         Limits are communicated in a way that is respectful of all.

·         Rules are as few as possible, consistently upheld and within the children’s understanding.

·         Staff consult with the children in an age appropriate way, regarding the codes of behaviour and rules.

·         Clear, reasonable boundaries on behaviour are provided and explained.

·         Rules are written positively, e.g. ‘we walk inside’ rather than ‘no running’.

·         Children are allowed enough time to respond to requests for them to behave within the rules or codes of behaviour, according to their needs and understanding – young children may take more time than adults to think through what is being asked of them.

Partnership with parent(s)/guardians

It is our policy to work in close collaboration with parents. We recognize and value the role of parent(s)/ guardians in their child’s life. In supporting positive behaviour, working in partnership with parent(s)/ Guardians is important. It is our policy to inform parent(s)/ Guardians at the enrollment stage, of the policies and procedures in relation to behaviour. The supporting positive behaviour policy will be explained, in doing this, a consistent approach can be adopted.

·         Parent(s)/guardians are encouraged to share any difficulties/concerns which they may be experiencing regarding the child’s behaviour for example bereavement, illness, a new baby etc.

·         Where a child’s behaviour is causing concern, it is our policy to do this in a consultative manner, and staff will endeavor to work in partnership with the parent(s)/guardians to develop a strategy for dealing with the situation.

·         Discussing the child’s behaviour in front of the child/ other children/parents will be avoided.

·         Parents will be aware confidentiality is extremely important in our service and private matters or matters involving their children will not be discussed outside of the office or with any other parent/guardian, adult or child unless appropriate. In turn we expect that parents will abide by these principles of confidentiality and we trust that when you leave your children in our care each day you leave with the confidence that all is well and that you would reflect this in all your conversations in relation to our service. 

·         Play Together Crèche is committed to working hand in hand with parents/guardians and the local community.

·         In our service, parents have responsibilities regarding their behaviour towards the children, workers, volunteers and students in the setting.

·         Everybody in the community is valued and respected in their involvement with the service and we expect parents to set a good example in their own behaviour.

4B. PROCEDURES FOR SUPPORTING POSITIVE BEHAVIOUR

Conflict resolution

Conflict is often confused with aggression and acted upon. However, aggression is always harmful and needs immediate intervention. Conflict, instead, can have a positive function and children use it to learn problem-solving and boundaries (Chen et al., 2001).

Research (Andrews, 2017) shows that children who are let, to a degree, resolve conflicts without adult intervention often find their own solution together.

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 to ‘resolve their own battles’ or ignore minor incidents. A sensible approach is recommended in dealing with minor behaviour problems.

Managing Minor Behaviour Problems

In these occasions the child behaviour may suddenly change in an otherwise positive day. Minor behaviour problems are behaviours in line with the child’s age and stage of their development. Staff will positively support the child’s well-being and identity throughout the process of supporting positive behaviour. The child will always feel valued, respected, empowered, cared for, and included.

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 will act in a calm and fair manner and allow the child to rejoin the activity when they have calmed down as if nothing has happened.

At this neutral stage, boundaries will be highlighted to the child. The expectations must be clear and reasonable to the age of the child and their developmental level.

 

Age of child	Approach	Examples of behaviour
Age 1-2,5	1.      Approach calmly 2.       Stop any hurtful actions. 3.       Acknowledge children’s feelings. 4.       Gather information 5.       Restate the problem. 6.       Distract the child	•     Frequent crying to seek attention, •     Temper tantrums, •     Will test limits/rules •     Biting
Age 2,5-5	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 •     Whingy •     Verbally hits out •     May be bossy

Managing Moderate Behaviour Problems

Moderate behaviour problems tend to repeat in time compared to the ‘once off’ type behaviours and have a greater impact on the child themselves and other children in the room. Staff will positively support the child’s well-being and identity throughout the process of supporting positive behaviour. The child will always feel valued, respected, empowered, cared for, and included.

Age of child	Approach
Age 1  - 2,5	1.    Approach calmly, stopping any hurtful actions. 2.    Acknowledge children’s feelings. 3.    Gather information. 4.    Restate the problem. 5.    Suggest solutions and choose one together. 6.    Be prepared to give follow-up supports for supporting Positive Behaviour 7.    Observe the child
Age 2,5 - 5	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

 

  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 positive and 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 will help to develop self-esteem and will reinforce the positive behaviour.

This approach can be shared with parents and used at home and in Play Together Crèche. Consistency between home and Crèche in responding to behaviours has a great impact in the outcomes. Observations will be looking for;

When the child is at their best behaviour and when they ‘act out’.

·         Consideration will be given to external factors. For example: does the child likes the activity or not? Is there a particular child they don’t get on with? Are they tired, hungry, or perhaps ill?

·         If the group of children are becoming disruptive the staff will review activities to ensure children do not become bored or sit for too long.

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 staff member responsible for behaviour management for support when they have used strategies that have not seen an improvement in behaviour.

Managing Severe & Challenging Behaviour

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 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. Staff understand that it is important to recognise in managing severe/challenging behaviour that there is a problem.

Serious behaviour issues may include:

·         Any repeated pattern of behaviour that interferes with the child’s learning or engagement in social interactions with peers and adults such as withdrawal

·         Behaviours that are not responsive to the guidance procedures/approaches described above

·         Prolonged tantrums, physical and verbal aggression, disruptive behaviour (e.g. screaming, property destruction, self-injury, persistent non-compliance).

Staff will discuss the behaviour problem with the designated staff member who has overall responsibility for managing children’s behaviour problems to put an action plan together.

Where a child needs extra help, management and the designated staff member may develop together with the child and family an individualized plan that takes a positive, learning approach. This decision will be taken at management’s discretion on a purely individual basis, in the best interest of the child, in case of extreme behaviours resisting other interventions. In this case, full collaboration and trust on the part of family, parent(s)/guardians and all people around the child is more crucial than ever for a consistent response, that is the prime condition for a positive outcome.  See Appendix A for an outline of the plan.

Staff will ensure that instructions or corrections are given in simple words and kept short. Similar phrases will be used by all staff and the child’s parents so that the information being given to the child is consistent.

When all reasonable attempts to support the child whose challenging behaviour is causing the difficulties have failed, it may be necessary to suggest to parents/guardians to seek professional advice, such as a psychologist or play therapist.  The parent/guardian may then seek the advice or request referral to other professionals.

In exceptional circumstances and following specialised advice and guidance, it may be considered necessary for the child to leave the service to move to a service that can better meet their particular needs.

Also, in exceptional circumstances and after management and relevant staff have repeatedly sought and not found collaboration and consistency from the parent(s)/guardians, where safety reasons and/or the best interest of the child do not leave any other option, the management may consider necessary for the child to leave the service to move to an environment where their needs can be met.

Where a child is receiving professional support:

·         Crèche will work with the parents and the professionals to implement the programme or approaches recommended.

·         The individualised plan will contain observations and professional support guidance 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.

·         Play Together Crèche will engage and work with the parents to work towards the same approach at home and in the service to behaviour management

Procedures which are unacceptable

·         Physical punishment

·         Sending children out of the room

·         Isolating children from the group e.g. time out

·         Shouting or raising your voice

·         Physical restraint: for example, holding will not be used unless it is required to prevent injury to child, other children, adults or property. In cases where it is required to hold a child in such manner, it must be recorded in the accident and incident report). Parents must be informed of the incident.

·         Speaking negatively about the child to other staff or in front of the child/other children.

·         The child will not be labelled.

·         Staff will not expect unrealistic behaviour from a child in accordance with their age and stage of development.

·         Once the incident is over, staff will not place emphasis or keep reminding the child of their behaviour.

·         The child will not be humiliated.

·         Withholding food or drinks.

·         Showing favouritism.

·         Failing to reassure or comfort a child

Procedure on Holding or Restraining a Child to Prevent Harm

·         Physical holding as prevention must only be used:

·         To prevent an accident such as a child running across a road.

·         To prevent injury, e.g. if a child is having a temper tantrum.

·         Physical restraint must only ever be used for immediate safety reasons, with the minimum force and for the minimum amount of time

·         Where a child is expressing feelings of anger, anxiety or frustration, in a way which is unsafe for themselves and others and where reasoning has not stopped the behaviour, a staff member may assist the child in re-establishing control by holding them, to contain their feelings safely, as a last resort and for the minimum length of time. This intervention will only be used in an age appropriate way, e.g. it may be appropriate to pick a very young child up.

·         Great care will be taken when holding a child with particular attention paid to their individual needs

·         An incident form (See Accidents and Incidents Policy) will be filled

Recording incidents

Where a significant incident occurs regarding a child’s behaviour, the following will be documented.

·         The child’s full name

·         Time and location of the incident

·         Events leading up to the incident

·         What happened

·         Others involved

·         Witnesses

·         How the situation was handled

·         Whether restraint was used, what form of restraint and the reason for it (See procedure for Holding or restraining a child to prevent harm)

·         Consequences

·         Parents/guardians signature/s

·         Follow up with the children Anti-bullying

Bullying policy

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 Play Together Crèche, staff follow the guidelines below to ensure children do not experience bullying.

·         Staff ensure all children feel safe, happy and secure within the setting.

·         Staff develop positive relationships with all children, and encourage to speak about their feelings.

·         Staff are encouraged to recognise that active physical aggression in the early years is a part of children’s development, and recognize positive opportunities will be in place for children to channel this positively.

·         Children are learning about their feelings, staff will support children in identify their feelings and actions for example happy, sad, angry.

·         At an age and stage appropriate level, children will be encouraged to resolve their problems and take responsibility for their actions.

·         Staff are encouraged to adopt a policy of intervention when they think a child is not being treated in a fair or appropriate manner.

·         Staff are aware when play becomes ‘aggressive’, and will initiate an appropriate activity with the children.

·         Any instance of bullying will be discussed fully with the parents of all involved to look for a consistent resolution to the behaviour.

·         If a parent(s)/guardian has a concern regarding their child’s behaviour, the early years educator or manager will be available to speak to the parent. It is through partnership with Parent(s)/ Guardians that we can ensure a child will feel confident and secure in their environment, at home and in the setting.

 

BULLYING AND PHYSICAL VIOLENCE IS NOT TOLERATED WITHIN THE SERVICE, WEATHER 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?

·         Aggressive behaviour will never be ignored.

·         Staff will not get into a power struggle with the child.

·         Be firm but gentle in your approach. The child will not be given mixed messages at this stage.

·         The child will always feed valued, respected, cared for, and included.

·         One-to-one work will be initiated with the child, and a plan will be devised.

·         For example: " when I get angry, I will go to the soft corner area"

·         Provide opportunity for the child to display positive behaviour, acknowledge and praise this behaviour.

·         Provide the child with opportunities which demonstrates leadership and communication in a positive manner.

·         Staff will be fair in their expectations, and will be consistent, patient and understand change will take time.

 

Policy on 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.

·         We recognise rough and tumble play is part of children’s development, and it is acceptable within limits. We view this type of play as role play, and not as problematic or aggressive.

·         We will offer opportunities for children to explore this type of play in a safe and secure environment

·         Children will be aware of the boundaries with this form of play and will be aware when this behaviour is not acceptable (see procedure for Implementing steps to support positive behaviour)

·         We recognise fantasy play may contain violent dramatic strategies- blowing up, shooting etc. We will use these opportunities to explore lateral thinking and conflict resolution. These themes often refer to ‘goodies and baddies’, we will use such opportunities to explore concepts of right and wrong, and alternatives to the dramatic strategies

Biting Policy

Biting happens in almost all childcare settings where young children are together and dealing with biting can be challenging. Biting is a developmental stage all children may go through. All biting incidents are upsetting for children and will be dealt with in a calm and clear manner. Staff 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?

·         Children may be teething, and it may feel good to bite and chew.

·         Children experience many emotions (positive and negative) that are difficult to express, and at times control.

·         Biting sometimes occurs for no apparent reason.

Biting prevention

·         The correct child: adult ratios will be in place within the setting at all times.

·         The layout of the room will be appropriate to the age and stage of development of the child, and staff can see all children at all times from all areas of the room

·         Staff are aware when children are teething and offer materials/foods which may soothe.

·         Age and stage appropriate materials are always accessible to children

·         Staff are vigilant to the relationships between children, and are aware of possible conflicts

·         Staff are aware of the temperaments of the children

·         Staff will encourage children to use language to express feelings/emotions

  Where a child does bite, staff will follow these guidelines and try to distinguish a pattern:

·         Are there particular times of the day which the child bites?

·         Do toys seem to be causing biting incidents?

·         Does the child focus on one particular child?

·         Is the child teething?

·         Can something be offered to soothe the child’s biting? For example toys/food with textures or coldness. 

Procedures to follow when biting occurs

·         The appropriate first aid is administered.

·         The child is comforted, and reassured of their safety.

·         Staff will explain to the child who has bitten using a firm but gentle approach that biting is not allowed

·         The manager will be informed and details will be recorded in the accident and incident report book.

·         The situation is dealt with professionally, and confidentiality is adhered to. Both parents are informed separately, and the accident and incident report is signed.

·         Staff will explain the methods which will be adhered to so it does not occur again, and highlight the importance of partnership with parents.

·         If the child bites again, the child will be observed for a period of time to try and develop a pattern of behaviour.

·         In the event of a child repeatedly biting, the manager will speak to the parent(s)/ guardian. If all avenues have been exhausted, the manager may suggest seeking help/support outside the setting

5. Communication Plan [For staff & families]

Expectations and agreed codes of behaviour are accessible and communicated to all, using a variety of media, e.g. handbooks, posters and pictures. They are communicated in a way that ensures that they are understood according to the levels of literacy and understanding of every child.

All parents/guardians are informed of the Policy on Managing Behaviour on enrollment. Management check with parents/guardians that they have read and understood the policy and provide any assistance needed.

A summary of this policy is included in the Parents’/guardians’ Handbook. This policy will also be included in staff induction and annual staff training.

A copy of all policies will be available during all hours of operation to all staff and to parents/guardians in the Policy Folder located on Play Together Creche’s website at www.playtogethergalway.com

Policies are shared with all parents/guardians via email.

Parents/guardians may receive a copy of the full policy at any time upon request. Parents/guardians and staff will receive notification of any updates through Play together Creche’s official communication panel.

6. Related Policies, Procedures and Forms

·         Settling-In Policy

·         Inclusion Policy

·         Policy on Accidents and Incidents

·         Complaints Policy

·         Staff training policy

·         Supervision Policy

·         Partnerships with Parents Policy

·         Confidentiality Policy

·         Child Observations and Assessment Policy

·         Parent/Carer Involvement Policy

·         Interaction and Communication Policy

·         Key Worker Policy (in Record Keeping Policy)

·         Record Keeping Policy

·         Incident Report Form

·         Staff training/qualifications and Continuing |Professional Development

·         Accidents and Incidents Policy

·         Behaviour Management Action Plan

7.References/Supporting Documents/Related Legislation

·         Child Care Act 1991 (Early Years Services) Regulations 2016

·         Tusla: Quality and Regulatory Framework

·         The UN Convention on the Rights of the Child

·         Síolta: The National Quality Framework for Early Childhood Education

·         Síolta Research Digests: Standard 5 Interactions and Standard 9 Health and Welfare

·         Aistear: The Early Childhood Curriculum Framework

·         Aistear Síolta Practice Guide

·         Supporting Young Children’s Behaviour Skills, Barnardos, 2016

·         Your Young Child’s Behaviour: how you can help, Barnardos, 2014

·         Supporting Quality: guidelines for professional practice in early childhood services (3rd edition) by Geraldine French, Barnardos, 2008

·         Chen, D. W., Fein, G. G., Killen, M., & Tam, H. (2001) ‘Peer conflicts of preschool children: Issues, resolution, incidence, and age-related patterns’. Early Education & Development, 12(4), 523-544. doi:10.1207/s15566935eed1204_3

·         Russell, J. (2016) ‘Working with children with challenging behaviour’. ChildLinks, 2016(1), pp 8-12. Barnardos.

·         Early Years Education Inspection (EYEI) Framework (Department of Education and Skills)

8. Who Must Observe This Policy

·         Staff

·         Students

·         Volunteers

Parents/guardians collaboration and partnership is also crucial in ensuring consistency of responses between home and the early year setting, in the best interest of the child.

9. Actions to be Followed if the Policy is not Implemented

If the policy is not implemented, investigation will be taken by Manager/Owner (Iwona Sawicka).

If you, as a staff member or a parent, consider that this policy is not being implemented, you can follow the Complaints Policy and Procedure to make a complaint.

10. Contact Information

If you need more information about this policy, contact:

Name	Iwona Sawicka
Phone number or email	0833187143 091/458167 or 091/458999

11. Policy Created    

Date this policy was created

March 2016

 

12. Signatures

	Name and position	Signature
Approved by	Iwona Sawicka

13. Review Date

Reviewed	March 2017	Iwona Sawicka
Reviewed	March 2018	Iwona Sawicka
Reviewed	March 2019	Iwona Sawicka
Reviewed and updated Reviewed	March 2020   March 2021	Iwona Sawicka

 

NEXT Review Date

Date this policy will be reviewed

March 2022