'Behaviour Management\r'

'KIDS affirmative doings Management Policy and procedures Policy 33 1. linguistic context KIDS has the following policy in place for corroborative conduct management. In particular, it is recognised that some diversity of sanction will be required where thither be instances of behaviours which would in any family or pigeonholing environment be considered out of the question; this policy provides way for use of earmark and effective sanctions. This policy is supplemented by KIDS natural constraints and hindrance policy and procedures. 2. General Positive behaviour management Policy 2. Philosophy KIDS believes that low-toned fryren tucket best when their personal, social and worked up inevitably atomic number 18 met and where there argon clear developmentally subdue expectation for their behaviour. KIDs aims to promote positive behaviour end-to-end its settings and to help the kidren understand and respect the unavoidably and rights of opposites. 2. 2 Aims and guid elines These guidelines concern both the forcible and emotional vexation of the claw(ren) looked after. 1. All shaverren mother certain physical and emotional needs. The most obvious ones atomic number 18 warmth, comfort, adequate diet and sleeping arrangements, cleanliness, exercise and rest as necessary.Some children with a disability may go for additional physical needs, such as extra warmth, physical supports and equipment, specific exercises or physiotherapy and medical requirements. 2. The emotional needs of all children hold security, affection, consistent responses from those around them, a recognisable routine (e. g. at behind snip and mealtimes), exceptions which are set aside for their stage of development, and opportunities for playing and having fun and approval. 3. We expect our round to be aware of these physical and emotional needs and, with the help of parents and KIDS faculty to meet them for every child s/he addresss for. . All children need to have limits set when their behaviour is not acceptable. If children feel inviolate and understood, the incidents of disruptive behaviour are gr run downly reduced. Children seldom demonstrate inappropriate behaviour without wide reason. It is the job of the player to try and understand why a child is behaving in a particular way. 2. 3 Appropriate use of sanctions Any sanction utilise must be related to the child’s age and take aim of understanding, realistic and sensitive; enforceable, and apply consistently.It is p announceable, if possible, that there is continuity in the setting of limits and how behaviour is managed between all those involved in the care of a child. 3. Positive behaviour management procedures • probable steps must be taken at all times to ensure a sinewy and prophylactic environment. Staff provide a intent model for children, and the development of consistent attitudes to uprightty and good rule by staff should have a beneficial effect upon the children. • Basic playground rules †sightn up in consultation with the children -help ensure the divine service operates smoothly. There should be a friendly, welcoming breeze that promotes respect between all children and Playworkers. • There should be a wide range of culturally appropriate activities and images available to all the children. • The team must be consistent in the methods they use, back each other up and support each other. Experiences should be divided up and discussed at team meetings. • Staff should challenge preferential comments ( try out KIDs anti bullying policy) and take positive natural action to overcome unacceptable behaviour.Strategies for dealing with this should be discussed with staff and, where appropriate, parents/carers. Staff should talk to children about their behaviour and consequences of banish behaviour. 4. Dealing with involution 4. 1 Dealing with conflict: principles All playgrounds aim to develop a saf e environment in which children are encouraged to chat themselves freely, and which fosters the social and emotional development of the children who come to the site. Conflicts do arise at times, and incidents need to be handled sensitively and consistently.Conflicts can occur for various resons, including frustration, disruptive/ uncooperative behaviour, lack of space, competition over equipment, bullying and teasing, and misunderstandings When conflicts do arise it is essential that: • Actions are taken to still the children down, and to allow them to express how they are feeling in a way that is safe to other children. • A positive, calm approach is maintained, both physically and verbally. • forbid behaviour is not rewarded. • The response to a bit should take account of the child’s level of understanding/ability. Blame is not attri onlyed to individuals in situations involving more than one child. The focus should always be on dealing with un acceptable behaviour, the children should never feel it is they who are unacceptable. 4. 2 Effective and appropriate sanctions The principles of effective sanctions are generally that they should: Be as informal as possible, and not escalate. Be as balanced by rewards Be as near in time as possible to the offence, be relevant and understood, and be seen to be just. Follow from clear rules and explanations from the worker as to what is expected of the child.The following are examples of what sanctions may be used: Reasonable defence of oneself from, or barrier of, a child who is lashing out. â€Å"Holding” firmly, but carefully, can be helpful to a young child. If in the situation of any of these are credibly to lead to injury, it is sensible not to use them, and to eff what or may not be safe in relation to the child’s disability. yelling or clapping your hands, for example, as a amazement to a toddler in a sedate situation. Withdrawal of sweets or special food/ draw treats, or TV, for a limited period †the junior the child, the shorter the length of time this should continue.Sending a child to some other room for a short period (but checking on them regularly whilst they are alone is sensible and shows you are still caring). Imposing closer supervision †care the child with you. forestall balancing the sanctions with rewards (especially praise) for good behaviour, so that the negative cycle does not take over. Keep a record of problems and sanctions so that you can refer to it to keep an account of the child’s pass on and also for reasons of accountability is a complaint is made. It is sometimes necessary to physically retrain a child who is about to harm him/herself, others or property.For conditions and procedures applicable to physical restraint, please refer to KIDS Physical contact and restraint policy. All uses of physical restraint must be recorded. 4. 3 Examples of unacceptable sanctions The list below is int end as general guidance of sanctions that are unacceptable and is not inclusive. The omission of any particular practice does not imply that is it acceptable. Staff will have the opportunity to raise issues arising from their work, for discussion and clarification in spite of appearance supervision. Use corporal punishment e. g. lapping, hitting a child with an implement (for example, a belt or slipper), throwing a missile, shaking, rough handling, squeezing, pushing and punching/ Impose a punishment which ridicules a child e. g. clothes which draw attention to them inappropriately, clothes which are too small or too large, pyjamas during the day, humiliating a child deliberately in front of others. Deny a child food or drink, or the design ranges/he expects. Coerce a child to eat what you know s/he does not resembling and is not normally expected to eat. Deliberately frighten, intimidate, exist or belittle a child, or ignition lock her/ him in e. . a cupboard, bedroom, or send them to bed unreasonably early. Restrict or withhold medication, which could be dangerous. Deprive a child of sleep. Involve the child in any physical contact, which is inappropriate in view of their history, which s/he might see as threatening or uncomfortable, or which exposes the worker or child to the arousal of sexual feelings. round off This policy will be reviewed annually and if necessary adjusted to: †incorporate any changes to legislation; †include any improvements that may have been identified. Most late(a) review: May 2008\r\n'