Building Relationship and Guiding Positive Behavior
BUILDING RELATIONSHIPS & GUIDING POSITIVE BEHAVIOR
We strive to prevent difficult discipline situations from arising by providing an environment that is comfortable for children in a group and provide engaging activities that allow for freedom of choice. We believe it is essential for children to behave with respect for themselves, other children, educators and the equipment at TOPP KIDS. We emphasize positive role modeling through our educators, with redirection and reinforcement through praise and encouragement. When a child’s behaviour becomes unacceptable and or unsafe for themselves or others, discipline is a necessary part of guidance. We strive to provide an environment that minimizes conflicts between children by providing many different play centers and activities that keep the children busy and happy and allows them to interact in constructive and stress-free manner. By providing age-appropriate equipment and engaging activities, we hope to minimize the need for discipline.
REMEMBER: Throughout a child’s healthy development, the school age years are a time of social development for children. Often times they know the right behaviour but may need reminders on how to identify and successfully navigate their emotions. On occasion, children may become frustrated and act in an unacceptable manner towards other children or educators. In these situations, we apply the following procedures to assist the child in regaining their self – control.
DEVELOPING TRUST & RELATIONSHIP BUILDING
NO MEANINGFUL LEARNING EVER OCCURS WITHOUT A POSITIVE RELATIONSHIP ATTACHED! –
Dr. Gale Gorke
Good luck enforcing behaviour guidance to a child that does not trust and respect you as an Educator. As we learn more about children and how they develop, we understand more clearly the role of positive meaningful relationships. Warm, nurturing relationships based on respect, understanding and acceptance are essential for children’s optimal social and emotional development and also influence other areas of their development. Do what you can to build trust and meaningful relationships with every child in the program. Once this is achieved, behaviour guidance goes from hesitation to meaningful interaction.
EMOTIONAL DEVELOPMENT AND CHILD BEHAVIOUR GUIDANCE
Child guidance is maintained through active supervision, setting clear limits and giving age-appropriate explanations. Educators should approach discipline in a positive manner, using praise and attention to encourage desirable behaviours. Educators must treat each child as a unique individual and are fair, firm and consistent. We encourage children to accept the consequences of their behaviour and we engage in problem-solving alternatives where age appropriate. TOPP KIDS methods deemed appropriate include:
- REDIRECTION: Guiding a child into acceptable options
- LOGICAL AND NATURAL CONSEQUENCES: Make the child aware of the results of
their actions - LIMIT SETTING: Staff develop boundaries for the children, either as a group or
individually according to the situation - MODELING: Demonstrating appropriate ways to the children
- PROVIDING CHOICES: Staff outline appropriate choices and children are encouraged
to make decisions for themselves - ANTICIPATING: Staff plan and prepare the environment in such a manner to avoid
conflict - IGNORING: Some inappropriate behaviour can be ignored and more attention paid
to the appropriate behaviour - REFLECTION TIME: A child may be removed from a situation that is distressing them
for a short period of time
6 STEPS TO CONFLICT RESOLUTION
- APPROACH calmly, stopping all hurtful actions. Place yourself between the children
on their level. Develop a connection. - ACKNOWLEDGE children’s feelings…ask the child if they are aware of the results of
their actions. - GATHER INFORMATION, taking turns, letting each child finish without cutting them
off. - RESTATE THE PROBLEM demonstrating appropriate ways to the children.
- ASK for ideas and solutions and choose one together….
- Be prepared for FOLLOW UP SUPPORT.