SOCIAL COMPETENCE (and biting) POLICY

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POLICY STATEMENT

The staff at Kidz Corner Miramar will ensure children experience a learning environment where they are safe and respected and that actively promotes the development of social competence and supports their understanding of appropriate behaviour.

Processes for assisting the development of social competence will support the different ages and stages of children’s development Education (Early Childhood Services) Regulations 2008 43 Curriculum standard: general (1) (a) (ii) (iv) (vi), (b) (c) (I) (ii).

Process (Criteria C10)

1. Teachers will model non-discriminatory appropriate behaviour, being respectful to children, parents and caregivers and each other interacting in a positive and responsive manner.
2. Teachers will structure the learning environment and the programme at the centre to minimise possible occurrences of inappropriate behavior, e.g. predictable routines, transition times and clear rules about any behavior, including physical such as biting or emotional.
3. Teachers will have realistic expectations of children of different ages and stages. Each child will be respected as a unique individual, and will be encouraged to respect others, learning to play and work alongside their peers.
4. No child will be put in isolation as a form of punishment.
5. Praise given to children will reflect the centre’s philosophy of teaching in a Christian context using the virtues of caring, confidence, consideration, co-operation, creativity, faithfulness, friendliness, gentleness, helpfulness, joyfulness, respect (for each other and the environment), responsibility and thankfulness as the foundations for praise. WOW Certificates will be given to children to reinforce positive behaviours that reflect the virtues.
6. Teachers will reinforce positive behaviour using the strategy of “catch me when I’m good” (praising children about specific behaviours) so that children develop a positive attitude toward praise and encouragement and about themselves, e.g. positive self-talk “I can do it”, “I am good at this”.
7. Teachers will use the management of behaviour as a positive opportunity for learning social skills and for thinking about concepts of justice, ensuring the learning environment is fair for all.
8. When a child/children engages in inappropriate behaviour the teacher will:
• Talk with the child /children in an appropriate tone (e.g. using a soft tone of voice, making eye contact).
• Help the child/children to understand the consequences of their behaviour.
• Teachers will follow through with the modelled appropriate behaviour, e.g. “gentle hands”.
• Support older children to work through their differences and come up with solutions themselves.
9. Strategies - Teachers will:
• Encourage children to discuss their feelings, “I can see you are upset, when you are calm (take deep breaths), we will talk about it?”
• Support the child/children to see what has happened, e.g. “can you see that ….. is crying”.
• Model empathy with their words and actions for the child, e.g. “are you okay”.
• Encourage children to tell each other their feelings, e.g. “I don’t like it when you push me, I feel angry/sad”.
• Encourage the child to take care of the injured party, e.g. get the ice pack, and (if the other child is comfortable with it) give them a cuddle.
• Teachers will suggest strategies to restore play immediately, if this is not possible an exit strategy will be used and the child/children will be redirected, offering them choices, e.g. “you can choose to play in the sandpit or build with the mobilo”.
  If at a later time teachers feel a child can return to play with the child/children involved in the initial breakdown in play then they will assist them by working alongside them, e.g. “….. would like to come and play with you now. If they use safe hands/kind words can they join you”?
10. If a child persistently displays inappropriate behaviour the following strategies will be implemented by the Supervisor/Assistant Supervisor of the centre.
• Meeting with parents or caregivers to discuss any possible cause of the behaviour (Criteria C11).
• If agreed by parents, teachers will undertake a series of written observations on the child to determine a possible cause for the behaviour.
• Teachers and parents will develop a series of strategies to assist the child, parents and teaching team. A timeframe for the implementation and impact of the strategies will be agreed to by the teachers and parents.
• The teachers and parents will meet again and discuss the outcome of the strategies and agree the next steps to be taken.
11. If the agreed strategies are not successful, with parent’s permission, and to ensure the continued well-being of the child, teachers will seek assistance from an appropriate outside agency (Criteria 12).