behaviour is expected from all the children, who are given clear, simple and
consistent rules in a manner suitable to their age and stage of development and
Behaviour is encouraged in the following ways:
on the occasions when unacceptable behaviour is identified, staff will respond
by using the following strategies, depending on the behaviour and age of the
child is offered a choice and resulting consequence for both continuing or
modifying their behaviour. (See sheet 4 & 5)
child is calmly removed from the situation and allowed a ‘cooling off’ period
out of sight of the other children. (See sheet 6 & 7).
behaviour such as bullying, biting or pushing is dealt with by calmly removing
them away from the other child and focusing the attention on the child who has
been hurt. Appropriate behaviour is
modelled and praised when achieved. A simple
‘No’ is all the attention given to younger children to ensure that the
behaviour does not become an attention seeking one and therefore hard to break. Staff discuss the consequences of undesirable
behaviour with the older children, who have the required level of language
comprehension, to help them understand the impact of their actions and find
appropriate ways of resolving their frustrations.
pattern of unacceptable behaviour continues, the Nursery Manager will involve
the parents in discussions to try and resolve the problem.
are the only forms of resolving conflicts that we accept in the nursery. Any use of violence or abuse to a child by a
member of staff will result in suspension and disciplinary procedures. The only time physical restraint will be
deemed acceptable is if the child was likely to cause personal injury to either
themselves, another child/adult or damage to property. In this event, the incident would be recorded
and parents informed and asked to sign their awareness.
Behaviour related to Equal Opportunities
remarks and/or behaviour such as name calling and excluding other children from
activities due to any form of difference are not tolerated. Even without ‘intent’, it is the impact such
remarks have on a child which is unacceptable.
Such incidents will be dealt with by staff in the following ways:
of such behaviour are rare and the intention is always to stop the behaviour and
prevent a reoccurrence. The
following preventative measures are used within the nursery:
named person for behaviour management is Sarah Hinkin.
policy was reviewed in May 2017.
positively through praise and encouragement is one of the most effective ways
of reinforcing good behaviour. Children
love nothing more that the attention of an adult. If the only attention they get is when they
have done something wrong, negative attention is better than none at all and
they will only learn to repeat the undesirable behaviour.
we pay attention to is what we get more of
1. Give the child all your attention.
2. Move close to
3. Look pleased
and share their pleasure.
4. Be specific:
describe what you like.
5. Ask a child
what he/she thinks.
6. Seek eye
7. Mean it – be
sincere and let it show in a warm tone of voice.
8. Touch the child
9. Give pride to
the child (‘You deserve to feel proud of yourself’).
PRAISE FOR DOING AND PRAISE FOR BEING
There are two kinds of praise.
for doing tells
someone that you have noticed what they are doing and that you like it. If we acknowledge children’s efforts, they
are more likely to have another go – and more likely to succeed.
for being tells
someone that we value them just for being who they are – their own qualities,
personality etc. They don’t have to do
anything to earn the compliment; it’s unconditional.
we want someone to do something, it often seems easier to tell them what not to
do, rather than do the thing we want them to do. Children find it much harder to interpret
this information as their brain has to work out the negative instruction and
turn it into a positive action. For
example, when told “Don’t shake your juice over the table”, their immature
brain is unable to translate the negative and they latch onto the last thing
they hear which is “shake your juice over the table”. In the same way, if told “Don’t think of a
kangaroo”, we immediately picture this in our brain before we can try and obey
the command and by then it is too late!
language and encouragement also releases hormones in our bodies to make us feel
more confident and capable. Negative
language has the opposite effect and we are more likely to fail.
instructions should be kept positive, e.g. “Keep your juice in the cup”, so
that we are helping, not hindering, the child to achieve the goal.
all want to feel that we are in charge of our own lives. The ability to make thoughtful choices for
ourselves gives us a sense of personal power which in turn raises our
is helpful for children to gradually learn to make choices and to discover what
happens as a result of the choices they make.
can give children a choice many times during the day. Giving them a choice of how to behave is the
Be clear and specific about the positive and
negative choice of behaviour and the positive and negative consequences that
Relate the consequences to the behaviour.
Choose consequences that mean something to the
Don’t use threats, a threatening manner, or
Don’t give a choice when there isn’t one.
Choose consequences you can keep to (without
Don’t demand an instant answer – give the child a
few moments to reflect.
you have a choice.
you choose to__________________________________
It’s up to you, it’s your
the child form the situation and giving him some ‘time out’ can prevent
escalation of the problem and allow a ‘cooling off’ period out of sight of the
‘time out’ in a calm voice and reserve for more serious misdemeanours such as
aggression, violence, destructiveness or repeated rudeness.
carefully about what to call the ‘time out’ place e.g. the ‘calming cushion’,
the ‘quiet place’ or the ‘peaceful corner’ are much more positive than the
is sometimes just as effective to have a ‘walking time out’ to give the child a
minute or two to perhaps walk around the garden with a member of staff to get
some fresh air, take some deep breaths and have some time to reflect completely
away from the scene.
be sure on when to use it, who to use it with and how to execute it.
1. Explain clearly what Time Out is.
2. Establish the rules that warrant Time Out.
3. Pick a (dull) Time Out place.
4. Establish how long Time Out will last (30
seconds to 2 minutes).
When a rule is broken
1. Give a clear warning – this is very important
as it is the point at which the child chooses how to behave and therefore is
responsible for the consequences that follow.
2. If the rule is broken again, tell the child
to go to the Time Out place.
3. Ignore all comments, promises, pleading.
4. Remind the child how long the Time Out will
5. When Time Out is over, praise the child for
taking it so well and welcome them back to join an activity.