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ELA Behavior Management Policy & Expectations » Clip Chart & Expectations

Clip Chart & Expectations

Behavior Management Policy for ELA

In addition to our behavior chart, in this policy, the Director along with the Teacher will communicate with Parents by, providing support and encouragement to deal with conflict constructively, taking account of the individual child’s level of development and understanding. Teachers encourage each child’s development and self-esteem by providing an explanation on unacceptable behavior and an alternative where appropriate and promoting independence through allowing and encouraging children to make choices. In working in partnership with parents to keep the lines of communication open and ensure consistency in the child’s home and at ELA and by praising children and acknowledging their positive actions and attitudes we hope to ensure that children see that we value and respect them.

ELA recognizes every child as a unique individual with the right to be respected as such. Children, like adults come from differing socioeconomic, cultural and religious backgrounds and are characterized by differences in appearance and learning ability. Children have different tastes in clothes, different ideas about how to do things, different interests and different ways of expressing themselves. Around the world, children and adults experience discrimination because of prejudice. Children under six learn attitudes in much the same way that they learn how to count or to tie shoe laces. They listen, watch and copy. All staff at ELA has a responsibility to show clearly, through their work, that they respect all cultures, beliefs, and traditions. It is essential that children feel welcomed and valued and accepted for who they are in any service, without fear of being ridiculed, undermined or excluded. “Children become self-disciplined principally by having their needs readily met, by observing self-discipline and consistency in those who care for them, and above all, by receiving love and approval and respect from those around them. Time should be made to allow for quality communication between parents and pre-school providers.”

Minor incidents regarding Behavior Management are dealt with within the service by teachers and staff daily. These minor incidents are forgotten about once the child has said sorry for what they have done. Major incidents or reoccurring behavioral problems are written into our accident/incident book and parents are informed. Central to the above is the establishment of a caring, warm environment where respect is inherent in all interactions: adult/adult and adult/child. All ECE (Early Childhood Educator) teachers, will ensure that no corporal punishment is inflicted on any child while attending ELA and acts of being disrespectful, degrading, intimidating, neglectful, emotional, or physically harmful are not tolerated in ELA. Procedure for dealing with day–to–day incidents If a child/ren displays inappropriate behavior within the ELA setting, staff will carry out the “Six Step Approach Procedure” outlined below. This procedure will be enforced consistently.

The Six Step Approach:

  1. The teacher will approach the situation calmly and stop any hurtful behavior
  2. The teacher may temporarily separate or remove the child/ren to the ‘quiet place’ as part of this step – for a cooling-off period that leads to relaxation, not as a punishment. If a child has to be removed from the room after attempts to calm the situation within the room have failed, they will be accompanied by an adult at all times.
  3. The teacher will acknowledge all the children’s feelings i.e. “I can see Jane is upset and that Michael is also upset.”
  4. The teacher will gather information from the children on what happened and with the younger children s/he helps them to put words on what happened.
  5. The teacher will then restate the problem back to the children
  6. The teacher then asks for ideas for solutions to the problem and then encourages the child/ren to choose one together (in some cases the staff member may have to suggest the solution). Often, before a solution is implemented, the teacher has a guidance talk with the children, reviewing what has happened, talking about alternatives for next time, and discussing ways to make amends. The teacher will follow up by encouraging, monitoring and if necessary guiding the children as they try to implement a solution.

The six steps are used differently depending on the age and developmental levels of the children. ELA teachers do their utmost to deal with day to day incidents, however, if the situation is not calming down after the six steps and the child/children are distressed the child’s parent will be contacted to come pick up their child.

When the child’s parent(s) arrive, information will be sought on any insights they may offer into the situation. Parents are required to stay with their child until he/she has settled. Often time as ECE we notice how important it is to eat healthy. We will suggest limiting amounts of sugar, fizzy drinks and sweets as they may affect the behavior of children.

Parents are often not informed of little incidents, such as grabbing a toy from another child, as it has already been dealt with ELA within the 6-step approach. However, if the behavior becomes a daily and becomes disruptive and reasoning with a child is not working then parents will be informed and a solution will be sought collectively. Procedure for dealing with continuing challenging behavior on a reoccurring basis, a behavior management chart will be implemented over a one month period. The chart will be devised based on the individual needs of each child.

A daily behavior assessment will usually commence with the following steps: A formal discussion will be carried out with the child’s parents to gain information regarding the child’s behavior and to discuss ways of dealing positively and consistently with the challenging behavior. Parents will be required to implement similar strategies at home to reinforce positive behavior. For example: a. praising good behavior, b. listening to the child, c. setting limits by choosing a few simple rules, explaining the rules to them and repeating them periodically, d. giving the child a star when they display good behavior and withdrawing a favorite activity from the child for inappropriate behavior. Parents may be advised to refer their child to another childcare professional.

The importance of early cooperation in the daily behavior log by parents is imperative so your child will benefit fully from ELA’s program and philosophy. The Director will see that every effort is made to ensure that each child’s individual needs are met while the daily behavior chart is being implemented. Staff will be supported, when appropriate, in the room where the challenging behavior is being displayed. 3. The Director will assess the child’s progress each week and discuss developments with the child’s teacher. 4. All minor and major incidents will be recorded and shared with the child’s parents. Confidentiality will be respected and information will only be shared with the parties concerned. 5. Parents whose child is displaying challenging behavior will be required to meet the Director and the child’s teacher every week to discuss your child’s progress and to review the current log. 6. At the end of the month if there is no improvement in the child’s behavior, parents will have two weeks to find alternative childcare arrangements.

A child will only be considered for re-admission by the Director and School Owner with independent medical/professional providing evidence that the behavior has been adequately treated. If the Director and School Owner deems that the child may be allowed back into the school it will be subject to space availability. As the safety and welfare of every child within ELA is paramount, ELA reserves the right to ask parents to vacate their place if a child is deemed to pose a danger to him/herself or to other children at ELA. This may arise at any stage during the month behavior assessment.

Recommendations to Teachers and Parents

  • Give children some responsibilities. Even toddlers can help put toys away, and this helps promote the development of independence.
  • Give specific praise (and state what the praise is for), e.g. “That was great (say child’s name), the way you helped Shane tidy up his work”, rather than just saying “Well done”. Such specific praise enables children to understand which behavior is considered good.
  • Follow through on promises and consequences.
  • Value the child regardless of their behavior, e.g. “I can see you are having a hard time taking turns, but you are doing a good job trying.
  • Allow children to express their feelings and opinions through play, art, dance, music as well as words.
  • Include children in the problem-solving team. They are part of the solution too.

ELA strives to create an environment where each child’s confidence and self-esteem is promoted in a secure and consistent setting. Children model their behavior and language on that of the adults around them. Children and their families will be respected and spoken to politely and respectfully by all staff members in ELA. Therefore, Director and ELA Staff will not accept inappropriate or disrespectful words or actions towards the children, parents, or staff members in the center.

In conclusion, the Owner, Director, and Staff wish to create a caring and orderly environment in which all children in ELA will feel valued and secure. The support of the children’s’ parents is critical to the establishment and maintenance of such an environment, especially when behavioral issues arise. ELA appreciates the role that parents play in resolving the issues addressed by this policy for the benefit of the children attending ELA.

This is to verify that I have received the Behavior Management Policy for Early Learning Academy at. I have had the opportunity to read it and ask any questions regarding this policy.



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