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Childminder's Home Rules

Categories Bullying, Child, Psychology, Rules

Essay, Pages 8 (1942 words)

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Essay, Pages 8 (1942 words)

“Children behave exceptionally well for their age. The childminder and her assistant help them to begin to understand some age-appropriate boundaries in her home.”

Evidence based practice within setting is written in the policies and procedures that are followed by myself and staff. Parents are given copies of the policies is that they have a clear understanding of how the setting will deal with issues relating to behaviour.

Within setting boundaries and expectations of behaviour are related to the child’s age and understanding.

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Positive behaviour is modelled by myself and staff so that child clearly see expected expectations.

Within setting there are policies and procedures with how to deal with behaviour:

Managing Behaviour

I will help the children to understand my house rules, which are realistic and I am consistent in the enforcing of them. I do not give out confusing signals Saying NO means NO! I will never smack, shake or hurt your child. I will not humiliate your child

I am aware of the many different reasons why children misbehave and will endeavour to keep to routines so that your child feels safe, and is not over-tired or hungry.

However, all children will misbehave at some point; I have developed several different strategies on how to deal with a child misbehaving and use different techniques depending on the knowledge and understanding abilities. After your child has had consequences for poor behaviour with me, and I have informed the parent/carer, of how I dealt with the matter, it rarely needs to be mentioned again.

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Punishing a child, hours after an incident achieves nothing but confusion and upset.

Prompting positive behaviour in children is very important and to do this

Inclusion/Exclusion

I operate an inclusive childminding setting where all children and families are welcome regardless of their race, religion, culture, sex, ability or disability, social background etc.

There are however, certain occasions when it may be necessary to ask a parent not to bring their child to my setting for a short period of time. These reasons include

  • If a child is ill (see sickness policy for more detailed information)
  • If a child has a highly infectious condition such as impetigo or conjunctivitis
  • If a child has had a bout of sickness or diarrhoea within the last 48 hours
  • If a child is on antibiotics that they have not taken before and/or is in the first 24 hours of the course (in case of an allergic reaction)

I reserve the right to terminate a contract with immediate effect and exclude your child permanently from my setting for these reasons:

  • If the child continually demonstrates aggressive behaviour to the other children in the setting
  • If the child continually uses inappropriate language (swearing)
  • If the child is likely to cause harm to myself or the other children in the setting
  • If the child is found to be stealing from me or my home
  • If a parent displays any of the above
  • Non-payment of fees
  • I would have already spoken to you the parent about my concerns. And worked with you, the parent over a period of time to address these issues.
  • I will have had in place a variety of strategies and gained support from you the parent/carer and other outside agencies. I would only exclude a child if their behaviour was very severe and having a negative impact on the other children in the setting

Bullying

I will not permit any form of bullying in my setting

Bullying can be:

  • Physical: pushing, kicking, hitting, biting etc
  • Verbal: Name-calling, sarcasm, rumour spreading and teasing
  • Emotional: Excluding, ridicule, humiliation, tormenting
  • Racist: taunts, graffiti and gestures
  • cyber and social media
  • Being bullied can result in the victim having depression, low self-esteem, shyness, poor academic achievement, isolation and in extreme cases threatened or attempted suicide.
  • If a bully is left unchecked, they will learn they can get away with violence and aggression. A bully has a higher chance of acquiring a criminal record and not being able to have good relationships when they become an adult.
  • If I have any concerns that a child in my care is being bullied at (pre-) school or is bullying, I will discuss the matter with you immediately. I will work with you to support your child to resolve the problem.
  •  If your child is being bullied:

  • I will reassure them that the bullying is not their fault
  • Tell them that I care about them and am 100% on their side
  • I will give them lots of praise, encouragement and responsibilities to help them feel valued
  • I will work with you to help the child to develop techniques to deal with the bully- assertiveness, walking away etc.
  • If your child is the bully:

  • I will reassure your child that I still care about them but it is their behaviour I don’t like and I will work with them to help change this
  • I will work with your child to find ways to make amends for their actions
  • I will develop a reward structure for good behaviour
  • I will discuss the matter with you, not in front of your child, to see if there are any problems that may have triggered the bullying.

If you have any concerns regarding your child please discuss them with me as soon as possible. It is much better to deal with these problems before they become major issues.

Our ethos in regard to the Fundamental British Values

At our setting British values are very important and form the foundations of our ethos. That said I feel that family values are important. And as with any culture or family they, follow the beliefs that they are striving to achieve the best outcomes for their child, family or community.

To enhance our ‘British values’ consideration has been given to the following:

  • All children and their families that attend or visit our setting are made to have a sense of belonging, love and appreciation.
  • Learn that ‘giving’ in its purest form, expects nothing in return
  • Every child will be given the opportunity to learn about the importance of ‘Family’. through greetings, activities and celebrations that are meaningful to them – which include: Birthdays, Mothers’ day, Fathers’ day. As well as recognising and celebrating religious events., that are of significant to the child.
  • Every child will be given the opportunity to learn to have respect for other people and themselves, how to be patient and polite using words like: please and thank you, taking turns and sharing, allowing time for others to voice their opinions and ideas
  • Every child will be encouraged to take part in discussions so that disagreements can be resolved amicably. Although name calling, threats, personal insults, religious or ethnic slurs will not be tolerated
  • Every child will be expected to sit at the table or in a high chair for all meals. This time can then be seen as a social occasion, where the children can share conversations about the events of their day with their friends. (learning valuable listening and speaking skills) This also encourages the use of table manners and cutlery use, as well as reducing the risk of choking hazard.
  • Everyone entering the setting will be encouraged to remove their outdoor shoes to avoid the transfer of dirt etc from outside onto the floors of the setting where the children will be playing as well our very young exploring their development as they learn to move and crawl around.
  • Every child has the opportunity to explore their interest in being British as we as a group find out about our local community, and also find out about local communities and famous people past and present from our area. Some of the older children researched and made booklets.
  • Opportunities for all to talk about local and governmental events as well as keeping up to date with Royal Family occasions.
  • Remembering that all who live within the United Kingdom have the right to their own views and opinions but these must be beneficial to all. Causing no harm or destruction to ‘British values’
  • All of the above said, it is important to remember that other cultures only want the best for their children and families even if some of these views and opinions may be of a radical nature and not how we wish to live as British citizens

Staff are expected within their role to demonstrate positive behaviour demonstrating kindness, manners and friendliness, create an inclusive practice so that children are not favoured more favourably than others or exclude because they are unable to address the issue of unacceptable behaviour.

Through our ethos relating to fundamental British values children enter a calm and welcoming environment, where friendships are formed and children develop positive relationships with their peers and care-givers

Referred to published documentation that is used within setting include:

“the early years outcomes” September 2013 within this document it gives examples of age and expected statements regarding a child’s understanding of behaviour ‘managing feeling and behaviour’

16 to 26 months

Growing sense of will and determination may result in feelings of anger and frustration which are difficult to handle, e.g. may have tantrums. · Responds to a few appropriate boundaries, with encouragement and support.

30-50months

Aware of own feelings, and knows that some actions and words can hurt others’ feelings. · Begins to accept the needs of others and can take turns and share resources, sometimes with support from others. · Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met. · Can usually adapt behaviour to different events, social situations and changes in routine.

40-60+ months

Aware of the boundaries set, and of behavioural expectations in the setting.

Critically evaluate different approaches to supporting positive behaviour.

When supporting positive behaviour there are many different approaches, those used in setting include:

  • Reinforcing positive behaviour; in setting we use this approach to focus on praising the children when they have shown positive behaviour so they will be more likely to repeat this behaviour.
  • Modelling can be from their peers and staff using this method is extremely important as children learn some of their behaviour from others so it is important to role model good behaviour which includes being polite, being patience and showing consideration for others.
  • Creating a positive atmosphere within setting means that children know the behaviour expectations and the boundaries that are set.
  • When negative behaviour is displayed the child is moved away from where they are playing and given some quiet time. After a short period, staff or myself talk to the child within their level of understanding and find out what happened to make them unkind or misbehave. If the negative behaviour is persistent a chronology sheet is started and the issues discussed with parents or carers.

Whichever approach regarding promoting positive behaviour is used, consideration needs to be given to how the staff perceive the child’s behaviour and level of understanding. Staff need to have clear expectations of what the settings level of positive behaviour or boundaries are, considering modelled approach for the age and development of the children. Each child needs to be treated fairly and with respect and harsh and bullying manner will not be tolerated.

Understanding my own and staffs’ personal opinions and expectations regarding behaviour can cause conflict if this differ from the policies and procedures that need to be adhered to. Also, the personal relationship with the child and their family.

When a child persistently demonstrates negative or staff are struggling to cope with the negative it may be necessary for staff to have additional training for them to understand different approaches to apply in different situations.

Cite this essay

Childminder’s Home Rules. (2019, Dec 11). Retrieved from https://studymoose.com/childminders-home-rules-essay

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