Employee Expectations for Positive Child Guidance

EMPLOYEE EXPECTATIONS FOR POSITIVE CHILD GUIDANCE

• Employees will model appropriate behaviour and problem-solving techniques.
• Employees will model respectful interactions with adults and children.
• Employees will guide children in a positive and constructive way.
• Employees will give children the encouragement they need to develop self-control.
• Employees will approach children at eye level when speaking to them.
• Employees will acknowledge children, respond attentively, and show interest when children communicate with them.
• Employees will facilitate a safe environment for children to express their feelings.
• Employees will seek out meaningful interactions with each child and will encourage children to express their needs and desires (1.1a2)
• Employees will encourage children to interact positively and respectfully with each other.
• Employees will guide children to respect the rights of others. (1.2a2)
• Employees will try to encourage children to work out problems with peers verbally before intervening.
• Employees will set rules and expectations that are age and ability appropriate.
• Employees will be consistent in their guidance techniques.
• Employees will keep parents up-to-date on the child’s behaviour.
• Parents are encouraged to give feedback regarding guidance techniques to maintain consistency between the program and the home environment.
• Employees will try to calm and redirect a child who is having trouble maintaining control. The child will be redirected to “time away” with an educator to choose another center that no other children are playing at. Once a child is calm, they may re-join their playmates.
• Employees will engage in active conversations with children and will allow children to finish speaking without interrupting.
• Employees will not inflict or cause to be inflicted any form of physical punishment, verbal or physical degradation or emotional deprivation (3.2a).
• Employees will not deny or threaten to deny any basic necessity (3.2b).
• Employees will not use or permit the use of any form of physical restraint, confinement, or isolation. (3.2c)
• Employees will not withhold ANY food or food products as a form of guidance.
• All disciplinary action taken by employees shall be reasonable in the circumstances (3.1b).

YOU ARE A MENTOR

Most of us have had a teacher, supervisor or coach who has been a mentor to us and made a positive difference in our lives. Those people wore many hats, acting as delegators, role models, cheerleaders, policy enforcers, advocates, and friends. Mentors assume these different roles during the course of a relationship, and share some basic qualities:

• A sincere desire to be involved with a young person
• Respect for young people
• Active listening skills
• Empathy
• Ability to see solutions and opportunities
• Flexibility
• They keep their word
• Provide fair rules and consequences

We are here to be mentors to the children in TOPP KIDS, not their friends.
Go out of your way every day to make a difference in at least one child’s day