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Nanny Fraser Home Daycare Contents
Parent Handbook
Additional Info
C. Fraser © 2008,
Fraser Service Group. All Rights Reserved. |
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Section 3 (a)
Behaviour
Management
It is a mistake to assume that all
young children have concrete knowledge of the differences between right and
wrong. Right and wrong is a complicated concept that takes time to learn. With
each passing year, this concept changes as behaviour and learning becomes more
complicated. Moral identity is not fully formed until
late adolescence. It is up to caregivers to explain and model positive values
and behaviour throughout early childhood and into adolescence.
Section 3 (b)
Positive Language
Instead of focusing primarily on
the negative and telling children what not
to do, the goal at this daycare is to focus on the positive and express
what is thought the child should do.
Children gradually develop a moral identity over time, based on what they are taught is right and wrong. When we teach children only
what is wrong, they fail to learn what is right.
Using positive language sometimes means avoiding negative
words such as “no, don’t and can’t” as much as possible. These words should be reserved for situations that are serious, or when
there is no alternative. They can also be used
sparingly in “I Messages.”
Positive language is always used
to communicate with children with warmth and respect. Using positive language
helps children to feel valued and respected. Any adult in a childcare setting
will serve as a role model whose behaviour will be imitated
by the children. Diligent use of positive language over time will ensure
children use positive respectful language with each other and adults with
greater success.
Examples of Positive
Language
|
Avoid saying… |
Consider saying… |
I Message |
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I told you not to leave your toys
on the floor. Pick them up now. I don’t want a mess
in this house. |
You’re finished playing with your
toys, it’s time to put them away now. Let’s all work
together to keep the house clean. |
I don’t
like tripping over your toys. Can you come and pick them up now please? |
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Don’t yell “No” to me when I ask you
to do something. Just do it. |
I asked you to do this because
(state your reason). I would like you to do it quickly please. |
I don’t
like it when you yell at me. It hurts my feelings and makes me angry. I would
like you to speak nicely to me please. |
|
Don’t stand on the couch! Sit down on
your bum. |
The couch is for sitting. Be
safe and sit properly please. |
I don’t
like it when you stand on the couch because you could fall down and get hurt.
Please stand on the floor or sit down nicely. |
Section 3 (c)
Language that is degrading, offensive,
abusive or could humiliate a child is not tolerated. Such negative
language will not be used, implied or directed at the
children. Children shall never be made to feel
belittled, demoralized or humiliated. Any adult using negative language or
exhibiting abusive behaviour towards a child will be asked
to leave the premises.
Section 3 (d)
Corporal punishment shall never be used
to direct or modify behaviour. Using full physical restraint as punishment or
to force a child into submission is strictly
prohibited. Mild restraint may be used at a minimum to
prevent a child from causing injury (such as gently grasping a child’s hand to
prevent him or her from reaching for a hot stove).
Section 3 (e)
Behaviour shall be managed by
establishing clear and reasonable expectations and boundaries (rules), positive
reinforcement, communicating simple directions using positive language
(direction) and redirection.
Establishing rules does not guarantee there are fewer
discipline problems, however teaching children how to obey rules and
expectations ensure greater success. Giving children opportunities to practice
rules (rehearsal) and using a variety of techniques to help children understand
and practice rules (such as using puppets, role-play, practicing scenarios,
signs and simply modeling positive behaviour) will help to guide children to
positive behaviour.
Section 3 (f)
Suspicions of Abuse
or Neglect
Abuse and neglect are devastating factors in a child’s
life. Signs and symptoms of abuse are often quite distinctive and are not
easily confused with the normal bumps and bruises of early childhood
experience. If in an unfortunate case abuse is
suspected:
·
Social
services will be called to investigate.
·
Details
of the report or investigation will not be shared with
the parent.
·
Details
of the report or investigation will not be shared with
other parents within the program.
·
Details
of the report or investigation will not be shared with
children within the program.
·
Details
of the report or investigation will not be shared with
any outside party unless subpoenaed.