This guide coincides with the centre’s behaviour management policy which is centred on the significance of respect for the child – acknowledging children’s rights and encouraging them to be expressed.
Positive relationships between children, teachers and educators provide young people the opportunity of success in the early childhood setting. This guide will cover ways that educators can effectively manage child behaviours whilst building trust and rapport. The term ‘behaviour guidance’ is used throughout these practice notes to reflect current thinking about the most positive and effective ways to help children gain understandings and learn skills that will help them to learn to manage their own behaviour. As learning, behaviour and wellbeing are inseparable. This guide illustrates how to ensure students strengths, interests and learning needs are considered in the design and implementation of learning environments.
Behaviour guidance is an integral part of the educational program. The program that is designed and implemented must contribute to the following outcomes:
- the child will have a strong sense of identity
- the child will be connected with and contribute to his or her world
- the child will have a strong sense of wellbeing
- the child will be a confident and involved learners
- the child will be an effective communicator
Service- related Influences of challenging behaviour:
1. Environment designed to foster children’s learning and development – offer a range of challenges and experiences that reflect the breadth of ages, interests and capabilities of all children.
2. Educational program contributes to the learning outcomes and is based on the interests, ability and experiences of each of the children and is sensitive to individual differences
3. Educator and child relationships – when interactions between educators and children are positive, respectful, engaging, caring and supportive, children’s confidence, abilities and self-esteem are enhanced
4. Consider the children’s environment – for instance, would the child’s behaviour be different if they were in another room with a smaller group or a mixed age group or does the child require more targeted intervention
5. Consistency in care – children need reliable and consistent adults who keep them physically and emotionally safe and know their individual needs to enable them to develop the skills necessary for self-regulation such as self-esteem, confidence, and trust
6. Educators work in partnership with families to ensure that experiences planned for children are meaningful
7. Consider children’s behaviour in the context of their culture, their community, and their family and in relation to their individual stage of physical and intellectual development
8. Educator to child ratios need to be adequate to meet the needs of the children at the service.
External influences of challenging behaviour
· family relationships
· changes to family circumstances
· an event that has occurred in the community
· limited social experiences
· cultural expectations, experiences, and child rearing practices
· the child’s emotional development and temperament
· presence of a disability that may impact on the child’s social and emotional wellbeing.
The process of behaviour guidance starts with identifying:
Step 1: Working with families to identify any health concerns the child may have.
Consider physical/medical issues
- Hearing - can child hear properly, are child's ears infected, inflamed, blocked
- Teeth - possible teething, are there any infections causing pain
- Throat - is it inflamed/constricted
- Nose - Can child breathe properly, are sinuses infected/inflamed.
- Eyes - can child see properly, is there conjunctivitis.
- Bowel - is child constipated - this can cause pain and fear of going to the toilet.
- Scratching - does child have nits/lice, allergies which require treatment.
- Eczema - is there a rash causing pain, scratching and discomfort.
- Asthma - are there breathing issues causing stress for the child.
Step 2 - Setting up environments for children - Is the room or the layout causing the behavioural problems
It is important that the physical environment offers children comfort and inspiration.
U shaped spaces
U shaped spaces in the room work best to create barriers - this will allow children to explore without being disturbed.
- Set up small spaces in the indoor and outdoor environment for children who need to be alone or away from the main group
- Consider any sensitivities children may have to pressure, texture, smell, noise, colour and adapt the environment.
- Organise learning experiences in small groups to provide opportunities for children with similar interests to interact and build friendships.
- Provide indoor/outdoor experiences where possible
Step 3: Adjustment & improvement of educator communication
- Work with families and children to identify how each child best learns. Are they a visual learner or do they need clear verbal instructions
- Be consistent with communication. Children will know who they can challenge and will push boundaries are not consistent.
- Provide one on one support where needed
- Ensure all educators provide consistent care. There should be a plan in place to critically reflect, communicate changes and successes.
- Provide consistent familiar routines
- Provide calming breaks for the child and educators if necessary.
- Be aware of the child's triggers and impacts on learning.
Step 4 - Responsive, Respectful Relationships with children
The aim of quality area 5 under the National Quality Standard is to promote relationships with children that are responsive, respectful and promote children's sense of security and belonging. Relationships of this kind allow children to explore environment and engage in play and learning.
- Encourage children to contribute
- See things from a child's perspective - "I can see you're feeling very upset today. Can i do something to make you feel better?"
- Respect children: Communicate with children at their eye level, use their name in conversations, be positive, patient and honest, listen to their views, ideas and decisions as well as respecting their privacy and dignity.
- Ensure that children are asked for their ideas and allowed to make significant decisions about the room and resources.
- Understanding children's behaviour: When children behave in certain ways they are not purposely difficult or disruptive. They are trying to express their needs in the best way they know. STOP and think "What are you trying to tell me when you do this and what do you need from me?.
Step 5: Meeting children's needs and interests.
- Discover children's interests to enhance positive behaviour and learning.
- Are you listening to children when creating the curriculum?
Step 6: Brain development and its emotional circuitry system - Identifying what emotional state the child is at and adopting relevant strategies.
The aim of understanding brain development in practice involves being able to see from the child's perspective.
- What is the child thinking, feeling, understanding?
- Where is the child's brain development at?
- What is the child's behaviour going to teach you about a new practice you could implement?
Step 7: Implementing a behaviour management plan
Often used in an educational setting, a behaviour management plan is a documentation of the ways teachers and educators can support children to adopt the necessary strategies to regulate and manage problematic behaviour. This management plan is often created in partnerships with educational leaders, educators/teachers/families and/or healthcare professionals.
The benefits of a management plan include:
- Empowers children to self-regulate their own behaviour
- Teaches children about the expectations of behaviour in the early learning setting
- Provides a framework for social- emotional learning
- Environment becomes less interrupted and chaotic but more responsive to the holistic needs of the child
- Teachers and Educators understand and quickly identify the underlying causes of problematic behaviour
- Easier to provide additional support for children in need
- Creates strong, trusting relationships
- Appropriate behaviour can be positively reinforced when recognised.
Reflecting on pedagogical decisions and understanding how to respond to problem behaviour
Time out as a form of punishment – Differences between punishment and discipline. Reasonable and unreasonable discipline.
As per Woodlands’ policies on the safety and rights of all children – services are required to operate in ways that ensure that children are safe, that their developmental needs are being met and that they are adequately always supervised.
‘Time out’ – in an educational setting is defined as removing or isolating a child for a period to an alternative place. Extensive research shows that time out or the act of Isolating children not only has the potential to cause fear but also likely to heighten the re occurrence of negative behaviour. It is significant that Woodlanders are aware that this act as a form of behaviour management is considered unreasonable discipline and does not align with Woodlands’ policies, values, and philosophy of education.
Effective time out?
Embedding aboriginal practices as a form of behaviour management in the classroom: A call for a Makkarratta -
Behaviour Management through cultural responsiveness
Woodlands aim to acknowledge and imbed the First nations People’s and Islander perspectives into all aspects of positive rapport, problem solving and curriculum.
Significance of routine in guided behaviour
Routine is about being disciplined – Discipline lies at the core of managing challenging behaviour.
“Motivation ebbs and flows, but you can rely on your routine to push you through when you’re lacking the energy and motivation to keep going” As Woodlanders we are fortunate to have systems in place to help with routines.
It is significant for staff to understand the role of routine in persevering an effective learning environment. Routines must be explicitly taught, repeatedly reinforced, and consistently maintained. This commands dedication, commitment and teamwork as woodlanders begin to understand that routines should be shared across the centre.
Practical tips to build effective routines (For staff)
Teachers and educators can strengthen their approach to routines by considering the following actions:
Talk with families about how their children currently participate in routines and everyday processes such as resting, eating, toileting, self-help and managing their belongings at home. Ask families about how their children are progressing in these routines, and to identify which areas may need more support.