Behavior Guidance Policy
PROHIBITED BEHAVIOUR GUIDANCE PRACTICES
Under no circumstances will anyone affiliated with the agency, including but not limited to agency staff, care
providers and volunteers, use any of the following:
· Use corporal punishment to manage a child's behavior, including but not limited to
(i) Striking a child directly or with any physical object
(ii) Shaking, shoving, spanking, or any other forms of aggressive physical contact;
· Require or force a child to repeat physical movements
· Use harsh, humiliating, belittling or degrading responses of any form, including verbal, emotional or physical
· Confine or isolate a child
· Deprive a child of basic needs including food, shelter, clothing or bedding
The staff at our agency, along with the care providers and volunteers, will make certain that any form of physical
punishment is prohibited in the care provider's home or anywhere the children are being cared for. Physical
punishment includes, but is not limited to the following types:
• Spanking;
• Hitting;
• Slapping;
• Biting;
• Shaking;
• Squeezing; and
• Kicking
Confining, restraining or neglecting any child, including infants, will not be tolerated.
Under no circumstances will anyone affiliated with the agency, including but not limited to agency staff, care
providers and volunteers, use any of the following:
· Use corporal punishment to manage a child's behavior, including but not limited to
(i) Striking a child directly or with any physical object
(ii) Shaking, shoving, spanking, or any other forms of aggressive physical contact;
· Require or force a child to repeat physical movements
· Use harsh, humiliating, belittling or degrading responses of any form, including verbal, emotional or physical
· Confine or isolate a child
· Deprive a child of basic needs including food, shelter, clothing or bedding
The staff at our agency, along with the care providers and volunteers, will make certain that any form of physical
punishment is prohibited in the care provider's home or anywhere the children are being cared for. Physical
punishment includes, but is not limited to the following types:
• Spanking;
• Hitting;
• Slapping;
• Biting;
• Shaking;
• Squeezing; and
• Kicking
Confining, restraining or neglecting any child, including infants, will not be tolerated.
EXPECTATIONS FOR CHILDREN
We understand that each child is different from the next with respect to activity levels, developmental areas and
personality. Through these differences, each child forms into their own individual person and it is these differences
that makes it challenging for them to participate with others in a group setting. Children will learn from their mistakes.
By turning an appropriate behavior into a learning eaperience, children will be less likely to repeat the behavior.
· The staff and care providers of small children look for and work with the differences.
· The planning and implementation of our activities is flexible to accommodate the differences.
· By understanding the developmental needs and processes of the children in our care, we expect the
challenges and mistakes that learning and growing includes and thatit is a normal part of their development.
ENVIRONMENT AND MATERIALS
By preparing the daily learning environment in our child care setting, it enables us to use it to encourage and
discourage the expected behaviours in children. By understanding this, we work hard to create a learning
environment that is child friendly, provides opportunities for cooperative play and reduces opportunities for conflict.
We will ensure that:
· The learning environment is divided into separate areas or centres with specific types of play in mind, when
space allows. The noisy and messy areas are kept away from the areas for quiet activities.
· All areas provide enough space for the activities that they are designed for especially those that encourage
socialization and movement (block area and housekeeping area).
· The child care environment is designed to allow for smooth traffic flow and to minimize opportunities for
accidents.
· The learning materials and toys are plentiful, in good repair and age appropriate.
· Materials allowing for creativity and problem solving skills are used in a variety ways. These materials allow
for little frustration and discipline problems.
We understand that each child is different from the next with respect to activity levels, developmental areas and
personality. Through these differences, each child forms into their own individual person and it is these differences
that makes it challenging for them to participate with others in a group setting. Children will learn from their mistakes.
By turning an appropriate behavior into a learning eaperience, children will be less likely to repeat the behavior.
· The staff and care providers of small children look for and work with the differences.
· The planning and implementation of our activities is flexible to accommodate the differences.
· By understanding the developmental needs and processes of the children in our care, we expect the
challenges and mistakes that learning and growing includes and thatit is a normal part of their development.
ENVIRONMENT AND MATERIALS
By preparing the daily learning environment in our child care setting, it enables us to use it to encourage and
discourage the expected behaviours in children. By understanding this, we work hard to create a learning
environment that is child friendly, provides opportunities for cooperative play and reduces opportunities for conflict.
We will ensure that:
· The learning environment is divided into separate areas or centres with specific types of play in mind, when
space allows. The noisy and messy areas are kept away from the areas for quiet activities.
· All areas provide enough space for the activities that they are designed for especially those that encourage
socialization and movement (block area and housekeeping area).
· The child care environment is designed to allow for smooth traffic flow and to minimize opportunities for
accidents.
· The learning materials and toys are plentiful, in good repair and age appropriate.
· Materials allowing for creativity and problem solving skills are used in a variety ways. These materials allow
for little frustration and discipline problems.
PROGRAM AND SCHEDULE
To minimize frustration and discipline problems, the programming should discourage a lot of sitting and listening, but
encourage acting and doing. Scheduling daily outdoor playtime, will allow the children to play and act constructively
while discouraging the non-constructive behavior. We will encourage:
· Planning activities ahead of time with the children's needs, interests and developmental stages in mind
· Designing activities that keep the children actively involved while learning to exercise their bodies and
senses as well as their minds.
· Planning an outdoor play time each day, in a safe area for the children to play in.
A well planned and organized schedule will provide children with abilities to develop trust, consistency and control.
· Children'S schedules are planned and consistent, but flexible enough to allow for unexpected events
· Following schedules whenever possible
· Informing children and parents in advance if the schedule or planned events are changing, to allow them to
adjust easily
· Scheduling includes a balance of indoor and outdoor play, as well as active and quiet activities
To minimize frustration and discipline problems, the programming should discourage a lot of sitting and listening, but
encourage acting and doing. Scheduling daily outdoor playtime, will allow the children to play and act constructively
while discouraging the non-constructive behavior. We will encourage:
· Planning activities ahead of time with the children's needs, interests and developmental stages in mind
· Designing activities that keep the children actively involved while learning to exercise their bodies and
senses as well as their minds.
· Planning an outdoor play time each day, in a safe area for the children to play in.
A well planned and organized schedule will provide children with abilities to develop trust, consistency and control.
· Children'S schedules are planned and consistent, but flexible enough to allow for unexpected events
· Following schedules whenever possible
· Informing children and parents in advance if the schedule or planned events are changing, to allow them to
adjust easily
· Scheduling includes a balance of indoor and outdoor play, as well as active and quiet activities
APPROACHES TO BEHAVIOR GUIDANCE
The family home day care shall have in place behavior guidance approaches that are reasonable and acceptable.
Behaviour guidance approaches that are acceptable include:
· Setting limits;
· Setting standards of behavior;
· Providing explanations;
· Providing choices;
· Being firm but flexible;
· Anticipating the child's needs;
· Recognizing difference in age, temperament and experiences of each child;
· Ignoring where appropriate; and
· Distracting, redirecting and removing the child from the situation
DISTRACTION: Children can easily be distracted from an inappropriate behavior to focus on another activity
TIME OUT: When using time out, give two warnings and if the behaviour continues, a time out is used the third
time. Time outs should be limited in length and amount of times used. The length of the time out will vary depending
on the age of the child. A general rule of thumb to follow is how the child is, is the length of the time out.
REMOVAL:This is used as a last resort. If the behavior continues after the other methods of behavior
guidance have been used, it may be necessary to remove the child from the area that he/she is playing at. If the
behavior exhibited is hurting another child, or the child him/herself, then the child should be removed immediately.
The family home day care shall have in place behavior guidance approaches that are reasonable and acceptable.
Behaviour guidance approaches that are acceptable include:
· Setting limits;
· Setting standards of behavior;
· Providing explanations;
· Providing choices;
· Being firm but flexible;
· Anticipating the child's needs;
· Recognizing difference in age, temperament and experiences of each child;
· Ignoring where appropriate; and
· Distracting, redirecting and removing the child from the situation
DISTRACTION: Children can easily be distracted from an inappropriate behavior to focus on another activity
TIME OUT: When using time out, give two warnings and if the behaviour continues, a time out is used the third
time. Time outs should be limited in length and amount of times used. The length of the time out will vary depending
on the age of the child. A general rule of thumb to follow is how the child is, is the length of the time out.
REMOVAL:This is used as a last resort. If the behavior continues after the other methods of behavior
guidance have been used, it may be necessary to remove the child from the area that he/she is playing at. If the
behavior exhibited is hurting another child, or the child him/herself, then the child should be removed immediately.
PREVENTION STRATEGIES
There are many ways to minimize conflicts through teaching and everyday learning. It is hard to completely eliminate
conflict; due to this, conflict can be used to help teach children ways to cope and how to deal with conflict effectively.
If conflict situations are handled appropriately, learning experiences can be developed by the children through this
manner. As care providers may not want to eliminate conflict completely, they do not want to create conflict.
The following strategies are followed by care providers:
1. Establish clear, consistent and simple limits and provide explanations for limits.
Limits are statements of what behavior is expected by children. When reasonable and understandable
limits are set for the children, the easier they find it to follow them. Limits should be related to the safety,
protection and rights of others and the environment.
· Reasonable limits are used to help to protect children and make them safe
· State limits in words that children will understand
· Enforce limits at all times, even by substitute care providers, volunteers and agency staff
· Explain limits to children to increase understanding of why to follow limits. For
example:
Say: "When you sit on your bottom, everyone will be able to see the book"
Instead of: "Sit down!"
2. State limits in a positive way, and periodically remind children.
Telling children what to do, instead of what they cannot do, reinforcing children for acceptable behavior,
decrease the chance that they will act defensively. As a care provider, reminding the children occasionally
shows a complete understanding on the part of the adult. Once in a while, we all get consumed in our tasks
and forget to do what we are supposed to, or we look for ways to finish quickly.
A simple reminder followed by a statement of what is acceptable will be helpful in teaching self-control and
self-discipline, while still promoting self-confidence and child-control.
For example:
Say: "Put your shoes in your cubbie, please."
Instead of: "Don't leave your shoes in the way."
3. Provide opportunities for children to make choices throughout the day.
Children need to have opportunities to practice their decision-making skills. It is necessary to allow them
the opportunity throughout the day to make their own choices. By letting them choose what area to play in
at free play, what songs to sing at circle time and how their crafts will look. gives them the chance to make their own decisions. Decision-making is an important skill for children to learn, which helps them gain self- control and to minimize their frustration. As a care provider, you need to use your words to offer choices to
children, but still maintain the goals of the problem.
For Example:
Say: Would you like red or blue paper?"
Instead of: "Would you like a piece of paper?"
4. Focus on the behavior, not the child.
When dealing with a behavior issue, you need to lean away from focusing on the child's character because
it tends to initiate feelings of guilt and shame for the child. This in turn will eventually lower the child's self-
esteem. So, when you focus on the behavior, it gives the child the necessary information to change that
behavior. By focusing more on the good, and less on the bad and will help promote a positive, healthy
learning environment.
For example:
Say: "When you take Johnny's truck it makes him angry."
Instead of: "You know better than to grab."
5. Ignore minor accidents.
Care providers need to understand what needs to be present to make an environment suitable for young
children. There will be noise, clutter, and attention-seeking behavior that you need to expect for a child care
environment. When deciding if it is necessary to act on a certain behavior, look to determine if the child's
safety, the safety and rights of others and the environment are being compromised; if not, it may best to
ignore it.
6. Prepare children for transitions.
Changing activities is a difficult time for children. IT is best to give them plenty of warning time before the
end of one activity and the beginning of another.
"When the music stops, it's time to sit for circle."
Help the children get excited about the next activity by talking about it with them.
For example:
Say: "After circle time, we will go outside and draw with the chalk."
There are many ways to minimize conflicts through teaching and everyday learning. It is hard to completely eliminate
conflict; due to this, conflict can be used to help teach children ways to cope and how to deal with conflict effectively.
If conflict situations are handled appropriately, learning experiences can be developed by the children through this
manner. As care providers may not want to eliminate conflict completely, they do not want to create conflict.
The following strategies are followed by care providers:
1. Establish clear, consistent and simple limits and provide explanations for limits.
Limits are statements of what behavior is expected by children. When reasonable and understandable
limits are set for the children, the easier they find it to follow them. Limits should be related to the safety,
protection and rights of others and the environment.
· Reasonable limits are used to help to protect children and make them safe
· State limits in words that children will understand
· Enforce limits at all times, even by substitute care providers, volunteers and agency staff
· Explain limits to children to increase understanding of why to follow limits. For
example:
Say: "When you sit on your bottom, everyone will be able to see the book"
Instead of: "Sit down!"
2. State limits in a positive way, and periodically remind children.
Telling children what to do, instead of what they cannot do, reinforcing children for acceptable behavior,
decrease the chance that they will act defensively. As a care provider, reminding the children occasionally
shows a complete understanding on the part of the adult. Once in a while, we all get consumed in our tasks
and forget to do what we are supposed to, or we look for ways to finish quickly.
A simple reminder followed by a statement of what is acceptable will be helpful in teaching self-control and
self-discipline, while still promoting self-confidence and child-control.
For example:
Say: "Put your shoes in your cubbie, please."
Instead of: "Don't leave your shoes in the way."
3. Provide opportunities for children to make choices throughout the day.
Children need to have opportunities to practice their decision-making skills. It is necessary to allow them
the opportunity throughout the day to make their own choices. By letting them choose what area to play in
at free play, what songs to sing at circle time and how their crafts will look. gives them the chance to make their own decisions. Decision-making is an important skill for children to learn, which helps them gain self- control and to minimize their frustration. As a care provider, you need to use your words to offer choices to
children, but still maintain the goals of the problem.
For Example:
Say: Would you like red or blue paper?"
Instead of: "Would you like a piece of paper?"
4. Focus on the behavior, not the child.
When dealing with a behavior issue, you need to lean away from focusing on the child's character because
it tends to initiate feelings of guilt and shame for the child. This in turn will eventually lower the child's self-
esteem. So, when you focus on the behavior, it gives the child the necessary information to change that
behavior. By focusing more on the good, and less on the bad and will help promote a positive, healthy
learning environment.
For example:
Say: "When you take Johnny's truck it makes him angry."
Instead of: "You know better than to grab."
5. Ignore minor accidents.
Care providers need to understand what needs to be present to make an environment suitable for young
children. There will be noise, clutter, and attention-seeking behavior that you need to expect for a child care
environment. When deciding if it is necessary to act on a certain behavior, look to determine if the child's
safety, the safety and rights of others and the environment are being compromised; if not, it may best to
ignore it.
6. Prepare children for transitions.
Changing activities is a difficult time for children. IT is best to give them plenty of warning time before the
end of one activity and the beginning of another.
"When the music stops, it's time to sit for circle."
Help the children get excited about the next activity by talking about it with them.
For example:
Say: "After circle time, we will go outside and draw with the chalk."
7. Model and encourage appropriate behavior.
Children learn by watching the environment around them. You need to show the type of behavior that you
want the children to use. If you want the children to do something, you need to put the "do as I say, and not
as I do" attitude away and show by example. When you see children doing the behaviours that are what
you expect, praise them by telling them how their affects the others in the group.
8. Interact with children.
A very effective way to behavior guidance is to interact with the children throughout the day. This includes
free play, both inside and outside and during snack and lunch time. You are able to model positive and
appropriate behaviours by being available to the child in play situations. Behaviour problems generally do
not start immediately, but are part of a gradual build up of events that the care provider needs to be aware
of.
· Care providers need to be face on to the children and not back to.
· Keep your eyes on the room while interacting with the children.
· Placing all furniture against the walls will allow for proper view of the room.
· Interact with all children by moving around the room.
· Help the children to use their words when interacting with others and to clarify the meaning.
INTERVENTION STRATEGIES
When undesirable behavior occurs, and you need to step in and intervene, be certain that your goal is to provide
guidance and support, not to punish and solve the problem. By using the prevention strategies listed below, this will
help you meet your goal.
1. Physical closeness and touch
Many times the care provider can get children back on track to the expected behavior or to regain self
composure by getting physically close to them. Sometimes just by holding the child in your lap or a
gentle touch may be all that is required.
2. Remind and redirect if necessary
An effective strategy for intervention is reminding the children of the rules, especially if the rules that
they are breaking are not hurting anyone else. Keep in mind, young children have short memories and
are easily distracted. The care provider may need to remind and redirect if the behavior is putting
others in danger. A child who is throwing blocks at the other children needs to be reminded the blocks
stay in the block area, because throwing blocks will hurt the other children and needs to be redirected
to do something else with the blocks. Re-direction can include choices, giving the child the opportunity
to think of different ways to use the blocks or if the child needs help thinking of an alternative, the care
provider can offer choices to the child. Most importantly, try not to remove the chance of playing with
the blocks.
3. Get the child's attention
Be sure to respect the child when needing to intervene in a situation that required discipline. As the
care provider, you need to walk over to the child, get down at his/her level, get eye contact and speak in
a calm voice. By using a calm voice and body language, you can be helpful in stopping the discipline
situation. It is not appropriate to shout at a child from across the room.
4. Acknowledge feelings
Before setting limits in a behavior situation, you need to take into consideration the feelings of the child
and/or the children involved, especially when dealing with the behavior guidance issues. Don't forget to
speak to all the children, should there be more than one child involved in the situation. Always begin by
asking the child/children to tell you how they feel.
For example:
Say: "Can you tell me how it makes you feel when Timmy grabs your crayon?"
If the children are having difficulty trying to express themselves using words, help them ...
Say: "Timmy, how does it make you feel when you want the blue crayon and Jill will
not give it to you?"
At this development level, the children may not be able to describe feelings or emotions or they may be too upset at the time.For example:
Say: "You look very angry too, but I can't let you bite Sally."
5. Assist the children in problem solving the situation
As a care provider, you are who the children come to while experiencing these feelings. You need to
identify the feeling and then proceed to help them to find solutions.
You begin by stating what the problem is.
For example:
Say: "It looks to me like you both want the shovel."
Ask the children what they think you can do about it. If they can't find any solutions, then you provide
some choices for them. You need to be the mediator, make sure information is clear and to make sure
that there is no more physical contact. You need to remember that you do not solve the problem for
them. The result may end up that there was too much time spent on social problem solving, that
nobody gets a turn with the shovel. You can help children realize that this may happen by reminding
them of the amount of time that they are taking, in a calm toned voice. Remember, us this as a
"teachable moment" where problem solving skills can be learned.
HELPFUL HINTS FOR CARE PROVIDERS
· Keep your emotions under control
· Use a calm toned voice and body language
· Be non-judgmental of the children
· Get to know children's family and communicate behaviour issues
· Don't demand apologies from children
· Be clear and describe behaviours that are expected
· Should your frustration levels begin to rise, consult the family home day care consultant and discuss the
situation
· The use of racial words or slurs is not acceptable. Take the feelings of the children and their parents into
consideration at all time.
SPECIALIZED INDIVIDUAL BEHAVIOURAL INTERVENTION
If you have realized that you have children in your program who are not responding to the behavior guidance
strategies in your policy and implemented by you, you should contact the family home day care consultant.
Children learn by watching the environment around them. You need to show the type of behavior that you
want the children to use. If you want the children to do something, you need to put the "do as I say, and not
as I do" attitude away and show by example. When you see children doing the behaviours that are what
you expect, praise them by telling them how their affects the others in the group.
8. Interact with children.
A very effective way to behavior guidance is to interact with the children throughout the day. This includes
free play, both inside and outside and during snack and lunch time. You are able to model positive and
appropriate behaviours by being available to the child in play situations. Behaviour problems generally do
not start immediately, but are part of a gradual build up of events that the care provider needs to be aware
of.
· Care providers need to be face on to the children and not back to.
· Keep your eyes on the room while interacting with the children.
· Placing all furniture against the walls will allow for proper view of the room.
· Interact with all children by moving around the room.
· Help the children to use their words when interacting with others and to clarify the meaning.
INTERVENTION STRATEGIES
When undesirable behavior occurs, and you need to step in and intervene, be certain that your goal is to provide
guidance and support, not to punish and solve the problem. By using the prevention strategies listed below, this will
help you meet your goal.
1. Physical closeness and touch
Many times the care provider can get children back on track to the expected behavior or to regain self
composure by getting physically close to them. Sometimes just by holding the child in your lap or a
gentle touch may be all that is required.
2. Remind and redirect if necessary
An effective strategy for intervention is reminding the children of the rules, especially if the rules that
they are breaking are not hurting anyone else. Keep in mind, young children have short memories and
are easily distracted. The care provider may need to remind and redirect if the behavior is putting
others in danger. A child who is throwing blocks at the other children needs to be reminded the blocks
stay in the block area, because throwing blocks will hurt the other children and needs to be redirected
to do something else with the blocks. Re-direction can include choices, giving the child the opportunity
to think of different ways to use the blocks or if the child needs help thinking of an alternative, the care
provider can offer choices to the child. Most importantly, try not to remove the chance of playing with
the blocks.
3. Get the child's attention
Be sure to respect the child when needing to intervene in a situation that required discipline. As the
care provider, you need to walk over to the child, get down at his/her level, get eye contact and speak in
a calm voice. By using a calm voice and body language, you can be helpful in stopping the discipline
situation. It is not appropriate to shout at a child from across the room.
4. Acknowledge feelings
Before setting limits in a behavior situation, you need to take into consideration the feelings of the child
and/or the children involved, especially when dealing with the behavior guidance issues. Don't forget to
speak to all the children, should there be more than one child involved in the situation. Always begin by
asking the child/children to tell you how they feel.
For example:
Say: "Can you tell me how it makes you feel when Timmy grabs your crayon?"
If the children are having difficulty trying to express themselves using words, help them ...
Say: "Timmy, how does it make you feel when you want the blue crayon and Jill will
not give it to you?"
At this development level, the children may not be able to describe feelings or emotions or they may be too upset at the time.For example:
Say: "You look very angry too, but I can't let you bite Sally."
5. Assist the children in problem solving the situation
As a care provider, you are who the children come to while experiencing these feelings. You need to
identify the feeling and then proceed to help them to find solutions.
You begin by stating what the problem is.
For example:
Say: "It looks to me like you both want the shovel."
Ask the children what they think you can do about it. If they can't find any solutions, then you provide
some choices for them. You need to be the mediator, make sure information is clear and to make sure
that there is no more physical contact. You need to remember that you do not solve the problem for
them. The result may end up that there was too much time spent on social problem solving, that
nobody gets a turn with the shovel. You can help children realize that this may happen by reminding
them of the amount of time that they are taking, in a calm toned voice. Remember, us this as a
"teachable moment" where problem solving skills can be learned.
HELPFUL HINTS FOR CARE PROVIDERS
· Keep your emotions under control
· Use a calm toned voice and body language
· Be non-judgmental of the children
· Get to know children's family and communicate behaviour issues
· Don't demand apologies from children
· Be clear and describe behaviours that are expected
· Should your frustration levels begin to rise, consult the family home day care consultant and discuss the
situation
· The use of racial words or slurs is not acceptable. Take the feelings of the children and their parents into
consideration at all time.
SPECIALIZED INDIVIDUAL BEHAVIOURAL INTERVENTION
If you have realized that you have children in your program who are not responding to the behavior guidance
strategies in your policy and implemented by you, you should contact the family home day care consultant.