Providing Positive Guidance education govt nz

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Providing Positive Guidance,GUIDELINES FOR,EARLY CHILDHOOD EDUCATION. Na te mahi a muri ka ora ai a mua, The work behind the scenes makes for success in front. Ministry of Education,Private Box 1666,Wellington,ISBN 0 477 05077 8. Introduction 4,Purpose of the guidelines 4,Background 4. Management practice for child behaviour 6,Charter guidelines for appropriate practice 8.
Unacceptable practices 8, Links between regulations for child behaviour practice and curriculum goals 9. Developing a positive environment for learning 13,Working as a team 13. Creating a positive climate 14,Encouraging positive behaviour 17. Strategies for Positive Guidance 20,Guidelines for adult practice 21. Meeting children s individual needs 23,Strategies for working with infants 25.
Taking control 26,Some common areas of concern 31,Aggression 31. Super hero or weapons play 32,Non co operative behaviours 33. When further help is needed 34,Establishing a policy framework 35. Management policies 35,Management plans 37,Resources 38. Acknowledgments 39,PAGE three,Introduction, The regulations and guidelines for early childhood education services prescribe the health and safety.
standards for curriculum management and staff which must be met by licensed and chartered early. childhood education centres and home based care networks The way in which adults behave with. and towards children in the early childhood education environment forms part of these regulations. and requirements, A wide cross section of organisations and individuals have been consulted on the development of. these guidelines and have contributed examples of policies and practices which demonstrate the way. in which goals and objectives for early childhood education are effectively met. Purpose of the guidelines, These guidelines are an interpretation of the legal requirements for practices both appropriate and. inappropriate which adults in early childhood education centres and home based services should. follow in their interactions with children, They provide a framework for developing management policies which facilitate and encourage the. use of effective positive guidance strategies in early childhood education settings. Positive guidance strategies include management and organisation of the environment for learning. and modelling and implementing practices which meet the regulations for child behaviour practices. and are in line with early childhood curriculum goals. These guidelines, discuss legal requirements and regulations on the way in which adults interact with children to. provide guidance and control as specified in regulations. clarify the link between curriculum development and adults behaviour towards children. include a range of effective strategies for adults to use when working with children. identify areas of children s behaviour which may be challenging to adults and give examples of. effective and in some cases ineffective strategies for dealing with these. provide some examples of policy statements which clarify management practice by adults towards. Background, The requirements set out in The Education Act Section 139A the Education Early Childhood.
Centres Regulations 1998 the Education Home Based Care Order 1992 and Amendment Order. 1998 the Early Childhood Education Charter Guidelines A Statement of Desirable Objectives and. Practices 1990 the Revised Statement of Desirable Objectives and Practices 1996 effective from. August 1998 form the basis for these guidelines, All early childhood education centres and home based networks must comply with the range of. government legislation relating to the ways in which adults should behave towards children within. the setting of a licensed or chartered early childhood service The legislation also includes a range of. practices which are unacceptable behaviour, The licensee of every early childhood education service must develop and implement a written policy. on practices for child behaviour which meet the requirements set out in the Education Early. Childhood Centres Regulations 1998, Similarly the Education Home based Care Order 1992 requires care arrangers to be satisfied that. the requirements for practices for child behaviour are being met by caregivers. The Education Early Childhood Centres Regulations 1998 section 33 and Education Home Based. Care Order 1992 section 34 state that every child in a licensed early childhood education or home. based care setting should be, given The Education Early Childhood Centres Regulations 1998 or treated with and allowed to. have Education Home Based Care Order 1992 respect and dignity. given positive guidance promoting appropriate behaviour having regard to the child s stage of. development The Education Early Childhood Centres Regulations 1998 or positive guidance. directed towards promoting behaviour that is appropriate for the child s stage of development. Education Home Based Care Order 1992, This guidance must be by means of praise and encouragement rather than blame harsh language.
belittling or degrading responses Education Early Childhood Centres Regulations 1998 Education. Home Based Care Order 1992, The regulations state that no child is to be subjected to any form of physical ill treatment solitary. confinement immobilisation or deprivation of food drink warmth shelter or protection Education. Early Childhood Centres Regulations 1998 section 33 d any form of physical ill treatment. corporal punishment solitary confinement verbal abuse immobilisation or deprivation of food. While receiving home based care a child must at no time be left unsupervised Education Home. Based Care Order 1929 section 34 42, The legislative requirements state that no force shall be used by way of correction or punishment. towards any child enrolled at or attending the centre unless that person is a guardian of the child. Education Act 1989 section 139A, Each chartered early childhood service is required to implement policies and practices which reflect. legislative requirements and to build on the regulations to include the additional requirements set out. in the Revised Statement of Desirable Practices and Objectives 1996 effective as of August 1998. Policies and practices should be consistent with the early childhood curriculum Te Whaariki He. Whaariki Matauranga mo nga Mokopuna o Aotearoa Early Childhood Curriculum 1996. Management practice for child behaviour, The Education Early Childhood Regulations 1998 include regulations about how to achieve these. Guidance and control, Every child should be given guidance and control The dictionary definition of guidance is to.
show the way and implies a goal to be reached, Guidance is sometimes known in the context of social behaviour as discipline which is derived from. a word meaning to teach This contrasts with the concept of control which relates solely to the. behaviour itself and does not include a learning goal. Control may be used in specific and urgent situations e g to stop a young child running onto the road. or to prevent a child hurting her or himself or another child It may also refer to management systems. used to ensure that limits and boundaries set for children are met e g control of access beyond the. early childhood education setting or organisation of the environment to control the flow of traffic. SETTING LIMITS AND BOUNDARIES Setting limits and boundaries provides an. alternative definition of the concept of control in the early childhood context This takes into. account the need for children to be given guidance as to what behaviour is acceptable and what. In early childhood children often communicate their needs non verbally through behaviour. The way in which they do this is an expression both of their developmental level and of their. individual needs and abilities An inappropriate method of non verbal or verbal communication. used by a child can result in behaviour which is seen as unacceptable in terms of the limits and. boundaries set by the early childhood service, Knowing the limits and boundaries enables children to develop self control and self discipline. The goal for educators is to guide and support children through the early learning process and. to ensure their safety and well being not to achieve conformity at the expense of. understanding,Respect and dignity, The regulations governing early childhood education services state that the licensee must have a. policy that ensures every child is given respect and dignity. Respect is derived from the word meaning to pay attention to or to have regard for It includes the. concepts of acknowledgment admiration and esteem Dignity has the sense of having distinction and. These terms need to be discussed and defined by each early childhood education service or home. based network so staff parents and management agree about what behaviour by adults towards. children is considered acceptable, Different cultures and languages will express these concepts in different ways. Respect for the Maori language provides Maori children with a sense of self esteem and is therefore. an important aspect of giving respect and dignity to Maori children. EXAMPLE Giving respect to a child was a new idea for me When my son was little I. expected him to respect me to be obedient to me I ve learnt a lot more about what respect. means since we started coming to this centre My child is learning Maori now which I never had. the chance to learn I respect him so much for that Parent helper at a bi lingual early. childhood education centre, Many cultures in particular Pacific cultures emphasise respect for parents and elders This provides.
a model for mutuality of respect between children and adults. The spiritual dimension of children s learning and the recognition of the child s spiritual and cultural. heritage is similarly interwoven with concepts of respect and dignity. Management and educators need to be aware of the inherent influence of cultural and family. practices for child behaviour The way in which adults behave towards children is influenced by. behaviour patterns experienced in childhood If these are deemed inappropriate e g do not give the. child respect and dignity strategies used to modify or change the behaviour should consider the. adult s sense of self worth, EXAMPLE We had difficulty with a staff member in our baby room She would swoop down. on toddlers from behind to check if they needed changing and if they did she d scoop them up. and take them off to the changing room She didn t mean to be disrespectful it was obviously. the way she was used to acting with her own family and it was difficult to know how to deal. In the end I organised a workshop on toileting procedures based on Te Whaariki We discussed. this as a team and developed a set of guidelines that included things like asking and talking to. the child before changing them It linked in to encouraging independence in children This way. we avoided any criticisms of the staff member which would have been hurtful Supervisor. tertiary based early childhood centre,Praise and encouragement. Praise and encouragement are identified as key behaviours for adults working with children in the. early childhood setting Praise relates to something that has been done or has already happened i e. a finished work or a completed action, Encouragement on the other hand is related to something that could or should happen in the future. It may be given where a child is reluctant to begin an activity or carry out an action or to help a child. persist in an endeavour, The regulations link these concepts with positive guidance to promote appropriate behaviour. Both praise and encouragement are to be used for the purpose of promoting behaviours in the child. which are recognised as appropriate for the child s stage of development. PAGE seven,Charter guidelines for appropriate practice.
Desirable adult behaviours towards and with children are described in more detail in the Revised. Charter Guidelines Statement of Desirable Objectives and Practices 1996 These define desirable. adult behaviours as those which, are responsive reciprocal positive and encouraging. provide sensitive and informed guidance interventions and support. respect children s preferences and involve children in decisions about their participation in. activities, include planning and evaluation of the physical environment. provide resources to support each child s needs,model and promote non discriminatory behaviour. facilitate quality curriculum and interactions,implement strategies which include all children. These practices apply to all adults whether trained or untrained who work in a chartered early. childhood centre or as a home based caregiver on a regular or formal basis Revised Statement of. Desirable Objectives and Practices 1996,EXAMPLE Policy Statement of Philosophy.
We believe that all children have individual needs which through a process of discussion with. their parents guardians and staff observations should be recognised and as far as possible. met Staff are encouraged to get to know each of the children well and to respect them. Staff are expected to have knowledge about child development and its implications for the. children s behaviour individually and collectively They are required to treat the children with. respect and dignity at all times and to be clear and . in which goals and objectives for early childhood education are effectively met Purpose of the guidelines These guidelines are an interpretation of the legal requirements for practices both appropriate and inappropriate which adults in early childhood education centres and home based services should follow in their interactions with children

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