Early

Behaviour Guidance
Catholic Early Learning and Care is committed to providing a safe and healthy environment for all children and
Educators at the Service. Our Services recognise that group care offers challenges as children learn to interact in
the environment. Promoting good communication, strategy development and behavioural guidance between
Educators and families is ongoing as Educators and Parents/Guardians work collaboratively in supporting the
children's best interests and development.

This procedure applies to all Catholic Early Learning and Care Services in the Diocese of Cairns.

ALL SERVICE TYPES

Catholic Early Learning and Care aimsto provide for children a responsive and inclusive environment and
ensure that Educators relate to children in a warm and friendly manner. This is to be achieved through the
relationships between Educators and children, examples set by Educators communications and in the
manner in which Educators guide and manage the behaviour of children. Educators will set a positive
example to children when communicating with each other, Parents/Guardians and children.
Such communication will be positive and appropriate at all times and will respect the dignity of each
individual.
The use of abusive or obscene language or inappropriate tone of voice or volume will not be acceptable
and may lead to disciplinary action.

Educators are to demonstrate teamwork and a cooperative working relationship with one another, serving
as a model of behaviour for children.
Ensure that when attempting to solve problems that Educators be at the child's level and to establish eye
contact in a non-threatening way. Using {he logic of natural consequences is an effective way to solve
problems.

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 A natural consequence means what happens because of something a child does. A logical
consequence is a result arranged by the adult/parent but logically related to what the child did.
Natural and logical consequences result from choices children make about their behaviour.
Natural consequences are the inevitable result of a child's own actions. For example, despite Dad's
urging him to put on his coat, Tommy goes outside when it's cold without wearing a coat. The natural
result is that Tommy gets cold. This result is a consequence of a choice Tommy made. Natural
consequences are:
The responsibility ofthe child he decided not to wear his coat.
Not administered by the parent Dad didn't send him outside without a coat on.
Logical consequences happen as a result of a child's action, but are imposed by the parent or caregiver.
For example, 5 year-old Sandy rides her bike into the street after she was told not to. The logical
consequence for Sandy's mother to impose on Sandy is to take her bike away for the rest of the morning.
Logical consequences are most useful when a child's action could result in harm to the child. It is
important to make sure that logical consequences are reasonable and related to the problem, and to let
both the child and the parent keep their self respect.
Only separate a child from the group when these and other techniques have not succeeded, only after a
warning and for a period appropriate to the stage and action ofthe child.
Accommodate the child's changing needs by consistently providing an environment that will foster
the child's ability to develop self-control and the ability to choose to behave in an acceptable manner.
Assist children to solve any conflicts verbally. This verbal skill will empower the child and help the child
to cope with further situations which require negotiation and problem solving, both as a child and an
adult.
Engage in communication which respects the children's rightto dignity and respect, by listening to and
taking comments, conversations and complaints seriously.
Educators must endeavour to ensure that all children are welcome at the service and receive equal
attention whilst in their care.

Children's Right & Responsibilities

Rights:
To a warm caring atmosphere where they will be seen as unique.
To have fun and feel comfortable in themselves and with others.
To be treated justly, fairly and sensitively.
To be praised for their efforts.
To be treated with courtesy and respect.
To be treated equitability by their Educators.

Responsibilities:
To be courteous and respectful to fellow students, Educators, Parents/Guardians and visitors to our semce
To participate in activities with an attitude aimed towards having fun.
e To show care for belongings whether their own, others or belonging to the service. To co-operate
with Educators and fellow students to further improve the quality of time-shared together. To
remember and respect service rules whilst attending care.

Behaviour Guidance
Children will not be allowed to deliberately hurt themselves, other children or Educators, damage
toys and equipment or abuse the belongings or property of others. Following any disciplinary
interaction with a child, it is the Responsible Person/Educators responsibility to initiate a positive
interaction with the child.

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 Corporal punishment, abusive language, ridicule or confinement, locking-up of a child, or
deprivation of food or any other basic need is unacceptable.
Respecting other people's property and feelings, through courtesy and co-operation and by
personal encouragement, will further develop healthy relationships.
Educators may assist children to take responsibility for their own behaviour by using some of the
following approaches:
Provide an interesting and appropriate program that challenges children without frustrating
or overwhelming them.
Praise and encourage children by building on their accomplishments and strengths. Identify
incidents of potentially difficult behaviour and provide appropriate supervision and guidance. This
may include assisting children, redirecting behaviour, diverting attention and providing both verbal
and physical assistance or alternative opportunities and activities.
Help children to learn how to deal with strong emotions by talking about them and assisting them
to find appropriate outlets for expression.

Unsatisfactory Behaviour
In the event that a child's behaviour continues to be disruptive or dangerous and the Educator has tried all
anpropriate methods to work with the child.
The Educator will speak to the Nominated Supervisor/Responsible Person
Nominated Supervisor/ResponsibIe Person will work with Educators, child and Parents/Guardians to
correct the behaviour.
In the event that the situation is not resolved further action will be decided through Management in
conjunction with the Parents/Guardians to resolve the problem and to reach a positive outcome.

Positive Behaviour
Educators will always seek to identify children who behave appropriately and encourage this behaviour.
This will be acknowledged on a daily basis through the use of praise and guidance and other appropriate
measures. It is important that children are aware that good behaviour is more rewarded than
inappropriate behaviour punished.
ALL AREAS INDOOR PLAY ONLINE PLAYGROUND TOILETS
AREAS
Use equipment Walk inside Participate in use Participate in Respect
appropriately Respect resources of approved online approved games privacy of
Keep hands, Respect sites and Wear shoes and socks others
environment at all times
feet and educational games
Enter and exit room in Be sun safe; wear a
objects to
an orderly manner broad brimmed hat
yourself
Ask permission Be considerate of Report any u Be a problem solver Always
to leave the others nacceptable Return equipment to inform an
area Be in the Take an active role behaviourto appropriate place at Educator
in activities that you are
right place at an Educator the end of play going to the
Talk in a low
the right time toilet
'inside' voice Be
Follow Always take a
honest
instructions 'toilet buddy'

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 Respect Respect other's right Respect others' Play fairly take Wash hands
others' to use/play in the right to use online turns, invite others after using
personal environment resources free the toilet
to join in and follow
space and Tidy play space from interference and before
or bullying rules Care for the eating food
property Care when you have
environment Walk
for equipment finished Keep any
Clean up after usernames or
yourself passwords private
Use polite Follow all
language
instructions about
Wait your turn
keeping private
information off
online sites

EARLY LEARNING AND CARE SERVICE TYPES

Biting
The Serv'ice will provide programmes and facilities to minimise behaviours such as biting.
Providing a range of resources and toys and ensuring that there are numbers of duplicate toys.
Providing spaces where children can go to be alone. Understanding that toddlers are working on
spatial relationships.
Creating a variety of activity areas to promote play spaces
Keeping the daily schedule consistent and predictable
Keep waiting times to a minimum. Arranging the daily schedules to include appropriate transition times,
to allow children to move from one activity or routine period, reducing waiting time.
Being aware and adapting appropriately to individual children's physical and emotional needs, including
meal and sleep schedules as required.

'ucators Responsibilities
Role model with children how to use language to express themselves. Provide a range of cues through
visual, stories, and words about what teeth are for.
Ensure that Educators are always present providing engaging interactions, and being close at hand to
support and assist children in their engagements
Reflecting on the programme, observing children, assessing the environments, materials, schedules and
interactions with children. Reviewing the times and events of the day when biting occurs. Review
schedules, room arrangements and lay out of room. The following questions to be reviewed: o What was
heppening at the time? Where were Educators and children?
What toys and equipment were available and were they ample for this age group to reduce the need to
share?
Were children expected to wait for a time that was not realistic with their age and development? o Are
children's individual routines being catered for?
Were limits and guidelines explained to children ahead of time: e.g. that children know what is happening
next.
Educators to have an understanding of triggers that may impact on biting. Emotions such as frustration, anger,
anxiety, tension and excitement, teething, imitation of others, age of children, lack ofverbal skills.
Educators need to be aware that biting can also be a sign of Physical Abuse perpetrated on the child. [Imitation
of others]
Upon review of incident, Educators to develop and implement strategies that will support and give alternative
channe:s for children to express themselves.

When a biting incident occurs:

Act quickly, directly and calmly

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 Firstly, care for child who was bitten providing first aid (wash bite area with water and apply an ice pack),
comfort and support.
Calmly redirect child who did bite to another area.
Encourage and model positive behaviours e.g. what words to use, show gentle behaviours e.g. how to
touch gently, what to say. [modify as to age and developmental needs.]
Ascertain in conjunction with the Nominated Supervisor the severity of the incident and make a decision
as to whether Parents/Guardians need to be informed immediately or whether this can wait until child
has been collected.
Complete incident report in collaboration with the Nominated Supervisor.
Meeting with Nominated Supervisor and room Educators to discuss biting incidents when they occur. In
discussion develop strategies to avoid and minimise future occurrences.
Meeting with Nominated Supervisorto plan communications with Parents/Guardians when biting occurs.
In consultation with the Nominated Supervisor: Consulting with Parents/Guardians to gather
information about biting incidents and to discuss ways of management. Consult with Parents/Guardians
to ascertain home interactions. Explore any changes in home situations, has biting occurred at home and
providing reassurance for Parents/Guardians about children's behaviours.
In consultation with the Nominated Supervisor: Communicate with Parents/Guardians of child who has
been bitten. Provide information surrounding events and how incident has been managed. Provide
support to Parents/Guardians giving information about how the child has been cared for and what
preventative measures are being implemented.

Confidentialit
All management of incidences will be addressed in a confidential manner. This will include refraining from
being negative or labelling children concerned and avoiding using children's names to ensure confidentiality
is maintained.

4. Consequencesof breach of the policy

-.ciplinary action will be taken by the Diocese against any Educators member found to have breached this
policy. ion will be appropriate to the breach and may include: an official warning and note on the individual's
personnel file; a formal apology; counselling; demotion; transfer; or suspension or dismissal for very serious
matters.
Commented [SGI]:

Early Learning and Care Manager - admin@ccelc.catholic.org.au

Reflection
Legislation
Education and Care Services National Regulations 2011
Education and Care Services National Law Act Old 2010
The National Quality Standards for Education and Care Services2013 Workplace Health and
Safety 2011
Queensland Government Department of Child Safety [website]
Child Protection Act 1999

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 Child Protection
Supervision of Children
Interactions with Children
First Aid Medication
Illness Injury & Incident Reporting
Document Developing & Management
Successfully Dealing with a Child who Bites, Care for Kids[website]
Duty of Care - Department of Education and Training
www.education.vic.gov.au Student Safety Supervision and Access

NQS 1.1.1, 11.1-3,

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