Curriculum & Programming Policy
CURRICULUM & PROGRAMMING POLICY 3.1
Edgeworth Child Care Centre develops a curriculum for children which is based on contemporary theories and practice about how children learn, grow and develop. The curriculum also takes account of the unique factors and context of the diversity of families, cultures and the local community in which our Centre is located.
RATIONALE:
Our curriculum may not be the same as a curriculum in another service. This is because our approach, and the content of the curriculum and how the program is implemented, is based on the setting or context of our unique service.
SCOPE: This policy applies to all staff within the Centre
RELEVANT LEGISLATION:
Children’s Services Regulation 2004 (Part 6, Div 1 c64-65)
QUALITY ASSURANCE SYSTEM:
Quality Improvement & Accreditation System – Quality Practices Guide, 2005
(QA3 and QA4)
LOCATION OF INFORMATION
This information is provided to staff during induction.
* Arthur, L; Beecher, B; Death, E; Dockett, S & Farmer, S (2005) (3rd Ed) Programming and planning in early childhood services, Thomson, Melbourne.
* Fleet, A; Patterson, C & Robinson, J (Eds) (2006) Insights: Behind early childhood pedagogical documentation, Pademelon Press, Sydney.
* NSW Dept Community Services, NSW Curriculum Framework for Children’s Services, DoCS Office of Childcare, 2002
Date endorsed by Committee/Board: Version 1 ~ 1996 Version 9 ~ 2008
Date to be reviewed: 2009
1) INTRODUCTION
Edgeworth Child Care Centre’s philosophy is based on the belief that children grow and develop through a social constructivist approach to learning. That is, children develop through processes of social construction, through interactions with others and the environment around them.
The Centre views curriculum as everything that is provided for the children to experience from the programs or services offered by the Centre. It includes aspects such as:
- daily routines like mealtimes
- physical environment, materials and equipment
- provisions, experiences and activities
- interactions and engagement of children with other children and with staff
- partnerships and communication with families, other agencies and with the community.
The development of our curriculum is based on staff’s ongoing professional development, so it is a living and dynamic process that changes over time. The changes are then based on our critical reflection in line with new meanings and new understandings of how children learn and grow, derived from contemporary theory, research and practice.
2) PRINCIPLES
The NSW Curriculum Framework for Children’s Services# identifies four major obligations of staff when working with children and families. The Centre values these obligations as principles that underpin the development and delivery of our curriculum. The obligations are to:
- promote and support respectful life-enhancing relationships
- practise in ways that acknowledge the child as capable and resourceful
- honour diversity
- strive for meaning and connection.
2.1 Promote and support respectful life - enhancing relationships
Through relationships and interactions with others, children learn about themselves and others and about the world around them. Staff strive to promote relationships that are respectful, positive, constructive and rich. This leads to children feeling a sense of belonging and worth and gives them the self confidence to explore, to learn and to grow.
Staff support children to establish and maintain relationships through:
i) opportunities for children of all ages to be together and play together
ii) learning to work cooperatively together
iii) respecting other views, ideas and perspectives
iv) developing empathy.
2.2 Practise in ways that acknowledge the child as capable and resourceful
Staff value children and see them:
i) as valued and active citizens, right now, and in their own right
ii) with skills, abilities and interests at whatever age they are
iii) developing their own perspectives, ideas, thoughts and theories about themselves and the world around them. Staff recognise these views as being different from an adult’s perspective
iv) as having a strong voice when staff encourage and respect their views and work together with staff to co-create the curriculum
v) as competent to solve the problem or find out the answers rather than staff provide all the answers for them.
2.3 Honour diversity
All children, families and staff of all abilities, of various family structures and from religious, kinship, cultural or linguistically diverse backgrounds are treated equitably and are valued and included in all aspects of the Centre.
Staff work towards creating equity in the Centre and in the wider community by identifying, challenging and taking action against bias and discrimination.
2.4 Strive for meaning and connection
Staff belief that:
i) all experiences provide growth and learning and all are provided within a context of care for the child. We do not label some parts of the day as educational and some parts of the day as ‘free play’ or care
ii) by responding to children’s strengths and interests staff provide experiences (rather than quick and easy activities) with ample time and opportunities for children to investigate through exploring, questioning, theorising and problem solving
iii) children’s learning is strengthened when staff assist children to link past experiences to current situations and help them make relevant and responsive connections within the Centre and in their community
iv) children’s work, whether it be a drawing or a block construction or a conversation among friends, is a worthwhile ‘product’ of a busy day rather than a ‘mass produced craft product’ or a stencil to take home
v) families and the community can come to understand the value of play and that children’s learning occurs without the use of formal instructional programs
# NSW Curriculum Framework pge 20-31
3) APPROACHES TO CURRICULUM ##
Our Centre philosophy evolves and changes overtime. It is drawn from the values and interests of families using the service as well as from new meanings and new understandings derived from contemporary theory, research and practice. So our approaches to curriculum and our frameworks also need to be adapted to these changes.
Our Centre philosophy outlines our values and ideals, our curriculum approaches give direction to our program and our frameworks are the methods we use to put our approaches into practice.**
The following highlights the journey the Centre has taken in developing its current approaches to curriculum.
3.1 CURRENT APPROACHES
The following provides a brief overview of the contemporary theories that currently inform our practice:
3.1.1 Socio-cultural Theories
- Philosophy: children learn in social contexts, so relationships and interactions are key factors; children are viewed as capable and resourceful; focus is on children’s strengths rather than needs or weaknesses; important role of families and communities in children’s learning.
- Approaches to Curriculum: Reggio Emilia; emergent curriculum; child in the context of family/community centred
- Frameworks: observations taken of children in groups with focus on social interactions, relationships and group dynamics; flexible planning and retrospective documentation of outcomes; long term projects, usually initiated and primarily directed by the children, using open ended, culturally relevant materials; staff are co-constructors and learners with children and use reflection to evaluate learning and their practices.
3.1.2 Poststructural and Postmodern Theories
- Philosophy: important influence of gender, race and class on children’s identity; children are active agents in their own learning; critical thinking are key processes; view of world and how children grow, learn and develop as being complex and multi-faceted; there are many ways, not just one way to understand children and develop curricula.
- Approaches to Curriculum: critical pedagogy that challenges past ‘truths’ and dominant discourses within society; there is a focus on social justice and equity
- Frameworks: observations and conversations of children in groups; analysis of power relationships within the Centre; challenging inequity and promoting social justice; critical reflection that challenges dominant discourses
3.2 PAST APPROACHES
The following provides a brief overview of the traditional theories that have informed our practice:
3.2.1 Developmental Theories
- Philosophy: focus on individual; stages of development; focus on needs and what child can’t do
- Approaches to Curriculum: child centred; developmentally appropriate practice; focus on getting to next developmental milestone, some integration of developmental domains and holistic view of the child
- Frameworks: individual observations or checklists based on developmental domains and universal patterns of development with capacity for individual differences; focus child systems; programming centred around developmental or curriculum subject areas; planning always in advance with specific predetermined goals; primarily adult determined; daily changes to activities/experiences; changes to set up of environment.
3.2.2 Behaviourist Theories
- Philosophy: set body of knowledge children need to learn; extrinsic motivation
- Approaches to Curriculum: outcomes based; specified curriculum; mainly adult centred
- Frameworks: adult determined goals and subject matter; segregation of learning areas; large group/whole group teaching; minimal open-ended materials
3.3 RATIONALE FOR CHANGES IN OUR APPROACH
Both the developmental and behaviourist approaches focus on observing children’s abilities, usually in the context of their needs ie what skills are they lacking, or need improving or what is the next skill they need to learn? An individual plan is then developed with specific goals for the child to reach, through a range of strategies. Some recognition is given to social and cultural contexts and children’s ideas and involvement are supported by the adults around them. However, the adult is dominant and leads the child’s direction in learning.
These approaches give some attention to the social context of learning, including the influence of culture, family and community on children’s learning. The desirable sets of skills are also based on child development knowledge from many decades ago and are primarily oriented to middle class values of the dominant culture.
Experiences or activities are primarily driven by the adult and usually follow what the adult believed the child needs to know about a particular issue or topic. The children’s experiences are then often directed according to the theme or topic, rather than what may be of interest or relevance to children.
The latest research about children’s brain development and more current theories and knowledge of how children learn and develop and about early childhood pedagogy, has enhanced our understandings. Consequently, staff acknowledge and value traditional perspectives but have built on these through contemporary approaches to curriculum using socio-cultural and postmodern theories.
Staff view the child (at any age) as having strengths, abilities and interests and as learning through positive relationships. Staff support children to develop relationships and enable them to work together and to actively direct or determine their learning experiences and the learning outcomes. The emphasis is on children learning together, through social interactions, rather than learning individually and in isolation from others. Staff also support children to identify and address bias and discrimination based on gender, race or class.
Pre-planning is essential to ensure the environment, materials and equipment are conducive to empowering children’s curiosity and interest, so that the majority of the content comes from them. This leads to important issues for children to explore, to develop their thoughts, ideas and theories about the issue/problem and to work together on ways of solving these questions. Through investigations, which are often in-depth and carry over for extended periods of time, children build their skills and knowledge and a life-long love of learning.
Planning is shared in partnership between staff and children. Staff’s role is not passive as they actively listen and engage with children as collaborator and co-creator of the curriculum to construct meaning and understanding relevant to the child. Staff use professional judgments to decide when to actively intervene across a range of situations, to pick up on opportunities for learning and how to engage with children. Staff also use children’s strengths and interests to challenge children to find deeper meanings and understandings about their world.
The program is documented, post-experience and this documentation forms the main type of programming or accountability for the children’s learning outcomes.
## (From: Arthur et al, pge 170-198)
** (From Arthur et al, pge 169)
4) INVESTIGATIONS
4.1 Staff: child engagement
The key factor of the curriculum or provisions for children in their daily experiences is that the content has some meaning, connection or purpose for the child. Therefore:
i) listening to the ideas, thoughts and meanings of others is an important skill, for staff and for children
ii) staff use a repertoire of engagement strategies to interact with children, depending on the situation and child, to encourage and support and enhance their investigations
iii) staff and children co-create the curriculum where child-initiated ideas and interests and staff responsive provisions dominate
iv) it is the meaning, connection or purpose that drives children’s investigations rather than an imposed topic or theme from staff
v) children, staff, families and communities can come together as learners through sharing and being involved in children’s experiences
vi) techniques such as webbing are used to ‘brainstorm’ children’s ideas or current understandings around an issue/topic and to record the sorts of questions or theories they would like to explore further
vii) webbing can anticipate some of the direction the project may take but by remaining open to meaning and connection for children, unexpected possibilities and learnings also emerge
viii) it is important for children’s work or constructions to remain accessible or in place for a period of time for children to continue to build on their ideas and add complexity to their thinking, and for children to decide with staff when constructions should be removed
ix) there are many opportunities throughout the day for children of different ages, especially siblings, to spend time together and to work on projects of interest together as well as socialising with a wide group of children within the Centre
4.2 The environment
Staff also provide an established environment that is rich in interesting, relevant materials and equipment that are open ended. The environment’s natural features are nurtured and protected. Aesthetics of the environment are important. Lack of clutter and thoughtful presentation of objects and materials highlight staff’s respect for the environment, for children’s work and staff’s workplace and as a welcoming space for families and others. The environment also reflects the cultural diversity and heritage of families within the Centre and of the wider community.
A carefully planned and well maintained environment enables:
i) children to play and engage with materials in ways that foster curiosity and manage risk taking
ii) children to understand and care for their environment, leading to a lifelong respect for the environment
iii) natural materials such as sand and clay, blocks, fabric and recycled materials and the use of paint and drawing implements to provide the daily tools children use to express their thoughts and ideas
iv) children to use their imagination and thinking abilities to investigate all the possible ways of how these materials can be used
v) the use of indoor and outdoor spaces allowing children to have ready access to materials and equipment
vi) stability of the environment, materials and equipment. This provides children with time to become familiar with materials, to practise new skills or to reflect on and revisit ideas and consider possibilities for deeper or different meanings
vii) staff to add interest, complexity and challenge through adding materials to provoke new ideas and extend the possibilities of an investigation
viii) any changes in the stability of the environment to be discussed and negotiated with the children.
5. DOCUMENTATION
Documentation of children’s experiences is integral to our program because it records children’s progress and tells the story of the children’s learning journey. These visual, written and/or symbolic representations of children’s thinking help to inform families about the processes involved in children’s learning and learning outcomes. It also highlights the quality of staff’s teaching.
Documentation then provides a strong record for children, staff and families to reflect upon, to discuss, to refer back to and to build on from.
5.1 Observations
Staff use a range of methods to observe and record children’s learning. These can include anecdotal and running records, but with a focus on recording interactions, relationships, conversations and thinking processes of children in small groups. Observations can also be voice or visual recordings. Samples of children’s drawings or a photo of a sand construction or diagrams of a problem to be solved are also used. In all methods, the children are a part of the process and contribute their words and ideas and give feedback on what has been recorded.
5.2 Collating information
Each child has an individual portfolio, journal or project folder that contains concrete examples of children’s learning. Work samples, observations, scripts from recorded discussions, photos of children engaging in projects and stories written about and with children provide a rich collection of information. In addition, the reflective commentary of staff goes beyond describing the event but to interpreting and explaining the thinking and learning processes that children have been involved in.
Staff and children contribute to the portfolios and so can families. Including their information about events in their child’s life and their reactions to reflecting on events within the portfolio all further contribute to an understanding of the child.
5.3 Displaying documentation
Displaying some of the children’s work within the Centre comes with the children’s support/approval and assistance. Much thought goes into these displays by staff and children and they become part of the learning process, not just a task undertaken by staff to cover wall spaces in the Centre. Displays are arranged aesthetically and respectfully and in places accessible to children and families.
5.4 Using documentation
Staff use documentation to reflect on their practices, on how they approach decision-making and how professional judgments are made across a range of situations. Staff analyse the purpose and meanings and learning outcomes for children. Children describe what is happening and reflect on some of their initial thoughts and ideas. Collaborative decisions are then made about what are the next steps to take, how the documentation will be used, and how/where it will be stored eg in their portfolio or displayed.
Link to other Centre policies:
- Centre Philosophy
- Social Justice, Inclusion and Diversity
3.2 Centre Philosophy
The centre must have a written philosophy which has been formulated by staff. This philosophy must be on display in the centre at all times and provided in a written format to parents on enrolment of their child. Centre philosophy should be reviewed annually.
3.3 Programming Time
All programming contact staff are to receive a reasonable amount of time per week or month as programming time (see Staff Policy 4.12).
3.4 Excursions
Also refer to ‘Health & Safety in Children’s Centres Model Policies 7 Practices 2nd Edition Revised.
An excursion is defined as any activity in which children are taken out of the licensed premises of a children’s service.
Children learn from experience, therefore excursions are seen as a valuable part of a centre program. Careful planning is needed to ensure the success of an excursion. Planning to maximise the learning potential of the experience, whilst ensuring the safety of all those involved.
The following guide-lines are to be followed in conjunction with the Department of Community Services Policy on Excursions for Staff and Children in all Children’s Services (see Form 3A).
a) Planning:
i) Before initiating an excursion, staff need to define the rationale for having an excursion, and identify objectives they wish to achieve.
ii) Staff need to be familiar with the site involved in order to assess suitability in terms of safety,
facilities, e.g. toilets, and accessibility for all children, sun shade protection, water hazards-ponds, lakes, oceans, hazardous environment-machinary, traffic.
iii) An itinerary should be developed including:
· a timetable for the excursion,
· the means of transport,
· an alternative plan for bad weather,
· specific instructions regarding children’s
attire, e.g. hats, shoes, sun protective clothing etc
· arrangements for mealtimes and toilet
routines
· arrangements for special needs children, e.g. push chairs, etc,
iv) A copy of this itinerary is to be made available to all parents of children attending the excursion at least twenty four (24) hours before the excursion
is to take place.
v) The Parent Management Committee may wish to request itineraries to be available longer than twenty four 24) hours prior to the excursion. If so, this is to be written into centre policy. A copy of the itinerary is also to remain in the centre, along
with a list of children attending the excursion.
b) Parent Permission:
i) All parents are to receive a written
itinerary,along with the reasons for taking the children on the excursion, prior to giving permission for their child to participate in the excursion.
ii) Under no circumstances can a child participate in an excursion if a parent/guardian has not given written permission for the child to do so. Permission must be obtained for each individual excursion, and is to take the format of a standard form for each child attending. The form must identify the child and the authorising parent/guardian. This form is to be retained at the centre for seven (7) years. (see Form 3A).
iii) In the event that a child is absent from the centre and twenty four (24) hours notice cannot be given, the parent may grant approval on the day of the excursion. However, the centre is to attempt to contact the parents of the child prior to the excursion, and to ensure that appropriate arrangements have been made for the child to remain at the centre, if the parent wishes.
c) First-Aid Requirements:
i) At least one (1) person attending the excursion must have a First Aid Certificate.
ii) A basic First Aid kit should be taken on all excursions.
iii) When children aged 0 - 2 years are attending an excursion, a staff member with appropriate qualifications for children 0 - 2 years must
accompany them. If children aged 0 - 2 years are remaining in the centre, a staff member with appropriate qualifications for children 0 - 2 years must remain on the premises.
d) Supervision:
i) Adult/Child ratios are to be:
Children aged 0 - 3 years, one (1) adult to two (2) children.
Children aged 3 - 5 years, one (1) adult to three (3)or four (4) children.
The above ratios are given as a minimal requirement, and the use of additional adults should be sought if the Director (Authorised Supervisor) feels it is necessary.
ii) When Special Needs children are taken on an
excursion, additional adults should be included in the ratios, dependent upon the disability, to ensure their safety, and that they benefit from the excursion. The Co-ordinator of the Special Needs Unit should be contacted to discuss the requirement of extra staff for the excursion and the availability of such staff.
ii) Accompanying adults should be assigned specific children to their care. Expectations of adults objectives for children should be explained clearly
to all adults attending, prior to leaving the
centre. Remember, ultimately it is the Director
(Authorised Supervisor) who is responsible for the
care of all the children.
iii) At least one (1) adult is to remain at the centre
at all times unless alternative arrangements have
been approved by the Department of Community Services.
v) A list of children attending the excursion is to be taken on the excursion, and a copy of this list is
to be left in the centre. A roll call should be taken periodically during the time out of the centre.
e) Transport:
The means of transport must be stated on the parent permission note.
i) Buses - ensure that the seating capacity as displayed on the compliance plate is not exceeded. All children must sit on seats with appropriate child/age seat restraints, preferably with, or
close to, an adult.
ii) Trains - contact the station prior to the
excursion to inform them of the time you will be
traveling, the destination and the number of
children and adults who will be traveling. This
will allow the station to inform the train guard so
that he can hold the train for the period of time
required for safe boarding and alighting. All children should be seated at all times,
preferably with an adult close by. All children
should be seated in the one carriage, if possible.
iii) Cars - are not to be used to transport children.
f) Insurance:
Any excursion planned must be consistent with the
requirements/exclusions of the Public Liability Cover
held by the centre.
g) Non-attendance
If a parent chooses not to allow their child to attend
the excursion, appropriate care (ie. two (2) staff remaining at the centre) must be provided by the centre on that day.
3.5 Electronic Media
In today’s technological society, Edgeworth Child Care Centre recognises the value of electronic media including television, video, audio players, and computers, in extending children’s learning experiences. If Parent Management Committee wish to incorporate electronic media into their program, they must make all decisions in consultation with centre staff and parents. Each different media will require separate guide-lines, ie. audio, television and video, and computer. The following points are to be considered when formulating guide-lines for the use of electronic media:
a) Audio:
i) Put audio media experiences in a particular context when working with children with poor listening skills. Don’t have a radio always playing in the background as this is more likely to teach children to “tune out” rather than “tune in”.
ii) Use audio media to develop imagination and creativity by extending each experience with activities such as dramatising, movement and singing.
iii) Tapes are to be of good audio quality. Children will often hear the higher frequency content (hiss) much more vividly than adults.
b) Television and Video:
i) Television and video must not be used for child-minding. They are to be incorporated into the daily program as a planned activity from which the children will benefit. Be aware of their potential for teaching such things as sexism and violence.
ii) Actively involve children in lead-up and follow through activities for television or video programs.
iii) Staff are to be actively involved with the children during viewing of television or video shows.
iv) Preview programs where possible.
v) Programs are to be developmentally appropriate for all children viewing.
c) Computers:
It is important that children are introduced to computers in ways which enable them to develop positive attitudes and skills. Remember that such technology must assist, not control, the user. Prior to the introduction of computers, the centre should:
i) explore the use of computers in everyday uses, e.g. banks, check-outs, library.
ii) develop children’s creativity and problem solving skill through other concrete activities.
iii) involve children in key board activities with old typewriters.
iv) introduce computers in a play context that does not require right answers.
v) consider children’s developmental level when purchasing computer software. Use resource advice before purchasing software.
vi) staff should become familiar with computer hardware/software being used with children, and be confident in their use. Beware of misinforming children.
EDGEWORTH CHILD CARE CENTRE
POSITIVE BEHAVIOUR GUIDANCE POLICY 3.6
Edgeworth Child Care Centre promotes a positive approach to guiding children’s behaviour within an environment that is consistent, supportive and safe for all children.
RATIONALE:
Being sensitive and supportive in helping children develop self-control and learn and practice desirable behaviour is critical to children developing these important life skills.
SCOPE: This policy applies to all staff within the Centre.
RELEVANT LEGISLATION:
Children’s Services Regulation 2004 (Part 6 Div 1 Clause 65)
QUALITY ASSURANCE SYSTEM:
Quality Improvement & Accreditation System – Quality Practices Guide, 2005 (QA 1; P4.2)
LOCATION OF INFORMATION
This information is provided to staff during induction.
SOURCE DOCUMENTS
* Children’s Services Regulation 2004
* Slee, J (2003) Managing Difficult Behaviour in Young Children. Research in Practice Series (Vol 1 No3) ECA.CCCNSW, Marrickville.
*Guiding Children’s Behaviour in Positive Ways. (Stonehouse, NCAC, 2006)
KEY RESOURCES
* Porter, L (Ed) 2003. Young Children’s Behaviour: Practical Approaches for Caregivers and Teachers 2nd Edit. McLennan and Petty, NSW.
Date endorsed by Committee/Board: Version 1 ~ 1996 Version 9 ~ 2008
Date to be reviewed: 2009
POSITIVE BEHAVIOUR GUIDANCE POLICY 3.6
Introduction
Learning to manage feelings and behaviour is an important process for all children. By focusing on each child’s strengths and taking a broad view of acceptable behaviour, staff can support each child to develop appropriate personal behaviour and social skills. At all times the rights and dignity of the child are respected.
Consistency in the approach to behaviour guidance among families and staff is important to ensure children’s sense of security and understanding of these complex processes. Therefore, on enrolment it is important to discuss guidance strategies, both from the family’s perspective and the Centre’s procedures and value the family’s input.
By getting to know the child and family and communicating effectively and respectfully, staff can begin to understand the child and how best they can support the child. Consideration needs to be given to varying parenting styles, to the family’s cultural or social values and to the age, abilities and temperament of the individual child.
Staff also discuss ways to be pro-active and prevent undesirable behaviours eg through the set up of the environment, use of materials and equipment and so on.
Practices
1) Consider the context
When considering positive behaviour guidance strategies and techniques, it is important that staff consider the context of the situation as well as the behaviour itself, in their response to the behaviour. For example-
i) Has a particular situation or the play environment created the undesirable behaviour?
ii) Is the behaviour just ‘annoying’ or is it really hurting someone?
iii) What do you think were the child’s intentions of the behaviour?
iv) Is my response to the same behaviour consistent with all children and generally across most situations?
v) Am I expecting children to behave in ways that suit my values and beliefs, which may be different to those of families and/or other staff?
2) Supporting children
a) Staff will guide children’s behaviour in positive ways by:
i) treating all children with respect and dignity
ii) focusing on each child’s strengths
iii) ensuring that expectations of children’s behaviour are individually, culturally and developmentally appropriate to each child
iv) using positive words and directions when guiding children towards desired behaviour
v) assisting children to recognise their feelings and find ways to express them that are appropriate/acceptable
vi) use simple words and explanations for younger children and help older children find words and reasoning to behaviours
vii) supporting protective behaviours by helping children use assertive phrases such as “Stop, I don’t like that” in appropriate contexts
viii) assuring children that at times suggested strategies eg for them to try to resolve conflict, may not always ‘work’ and that if it doesn’t work they can come back to staff for further assistance
ix) talking with children about how their actions affect others and themselves
x) trusting children and helping them understand and develop simple rules
xi) ensuring that expectations and limits are consistent and clear to children
xii) supporting children positively when they are meeting expectations
xiii) ensuring that behaviour which is not acceptable is responded to immediately
xiv) helping children to show empathy and begin to resolve conflicts
xv) providing an environment and daily/weekly plans that are child focused and safe to minimise confrontation and conflict
xvi) keeping up-to-date with current trends in positive guidance by participating in professional development and training opportunities.
b) Staff can be effective role models for children by:
i) interacting with children and other adults in positive ways
ii) listening to children so that the appropriate cause of behaviour can be determined
and alternatives to undesirable behaviour
iii) modeling desirable behaviours that display trust, respect and empathy
iv) responding calmly and sensitively to children’s challenging behaviour
V) seeking assistance from other staff when they need help so children can also feel
confident about asking for help from other children or adults
iv) labeling the desired behaviour, rather than labeling the child or focusing heavily on
undesirable behaviours.
3) Working with families
Staff will work in partnership with families by:
i) encouraging on-going open communication between them and the child’s family
ii) sharing and discussing relevant information about the child to ensure positive guidance is consistent in the Centre and at home
iii) being sensitive when discussing concerning behaviours with families
iv) working with families in positive ways and not being critical or judgmental of family practices
v) clarify any family approaches that may be inconsistent with the Centre’s procedures and how mutually agreeable goals and strategies can be reached
vi) ensuring families have access to the Centre’s behaviour guidance procedures and other resources
vii) providing information to families about external supports services and other resources in the community.
4) Supporting each other
Staff can support each other to positively guide children’s behaviour by –
i) discussing their own values and beliefs about desirable behaviours in young children and how these can be promoted
ii) helping each other being consistent by monitoring each others responses to situation
iii) stepping in when staff may show signs of frustration or not coping with a child’s difficult behaviour
iv) sharing information and perspectives on how to best support children to be self-regulated
5) Managing very difficult behaviours
When a child’s difficult behaviour becomes extreme and/or continues to be a cause of concern to staff, in consultation with the family, staff may –
i) ensure confidentiality of the child’s situation
ii) discuss the situation at an all-of- staff meeting and develop a specific plan of action
iii) monitor the plan and evaluate the outcomes
iv) consider seeking external intervention support, if needed
Note: At no time should staff use behaviour or language that conflicts with the Centre’s Code of Conduct when guiding children’s behaviour. It is unacceptable for staff to use any techniques that may humiliate, frighten or threaten the child. Staff should not use food or rest time as a punishment and should never isolate the child or use any form of verbal, physical or emotional punishment.
3.7 Biting
Biting is often the result of frustration, lack of communication skills or a means of gaining attention. Staff will attempt to minimise the occurrence of biting by ensuring that all children are engaged in developmentally appropriate activities with supervision.
Those children who have been observed to bite regularly will be given lots of positive attention and reinforcement when not using biting behaviour. Staff will monitor and observe the child in order to ascertain reasons and situations which provoke biting.
Once the cause has been identified, staff will program individual activities for that child to develop language and problem solving skills to be used as an alternative to biting.
When a biting incident occurs, the following procedures will be observed.
1. One staff member should comfort and treat the bitten child by applying first aid. Parents are notified either by a phone call and/or an accident report form depending on the seriousness of the bite.
2. Another staff member attends to the biter - refer to discipline policy.
3. If time-out is the form of discipline used for the biter,
present a quick fun activity with the remainder of the group,
explaining that this privilege is a result of their playing
nicely with their friends.
4. When the fun activity is completed invite the biter to come
back and play nicely.
3.8 TRANSITION TO SCHOOL POLICY
Edgeworth Child Care Centre Inc. works in collaboration with families and schools to support children’s transition to school so that the process is a positive experience.
RATIONALE:
A calm and effective transition to school builds a positive foundation for children’s learning at school.
SCOPE: This policy applies to all staff within the Centre.
RELEVANT LEGISLATION:
Children’s Services Regulation 2004 – N/A
QUALITY ASSURANCE SYSTEM:
Quality Improvement & Accreditation System – N/A
LOCATION OF INFORMATION
This information is in the Policy Folder.
A) Introduction
Our Centre has links with three (3) schools in our local area. Many of our children start their school experience at these schools so it is important that we establish/maintain good relationships with these schools to support the children’s transition.
While some children have had many years of experience at our Centre, starting school is still a significant milestone in their life. The Centre’s transition to school program aims to support children to:
- feel happy to be going to school
- feel confident about being there
- have trust in the adults at the school
- make a positive start to their school experience in order to influence their future success at school.
B) School Readiness
Transition encompasses a range of aspects including the child’s readiness for school as well as their orientation to school.
i) The Centre recognises that children’s readiness for school is much more than a completed checklist of skills that the child can perform such as putting on shoes, recognising colours or numbers or being able to write their name.
ii) Readiness is about the child making connections between what is familiar to what is new and also involves the child being able to
- effectively engage in positive interactions and develop relationships with other children and significant adults such as Centre staff and ultimately, school teachers
- feel confidence in themselves as a learner
- adapt to a different learning context/s.
iii) Staff can support and advise families about their child’s readiness for school, but ultimately this is the parent’s decision.
iv) Staff will always respect the parent’s decision and work in partnership with them to support the child and the decision that is made
C) Orientation
Staff and families can help children’s orientation to school by –
µ visiting the school first, either informally or as part of an orientation program
µ bringing the child’s portfolio to share with school staff and having something that the child is familiar with that can be used as an ‘ice breaker’ with school staff
µ familiarising children with the school environment, such as showing them where the toilets are, where the bubblers are and how to drink from them
µ showing them where their play area is, where the school boundaries are, where they need to go if they are to attend before and after school care
µ reinforcing the school boundaries and not going out of the grounds unless they are with a teacher or their parent
µ practise crossing the road with an adult to get to school
µ stay within school boundaries while playing and not chasing balls etc outside of the grounds and especially onto the road
µ showing them where to put their things, such as book trays or the hooks for their hats and bags
µ visiting the school when other children are there, so they are familiar with the numbers and size of the ‘big’ children, the playground and the noise
µ meeting their teacher and seeing the classroom
µ re-telling stories and making story book/s about their visits, what they saw, liked, what they thought about assembly etc.
D) Transition Program Guidelines
The Centre’s program uses the following guidelines that are adapted from the Starting School Research Project from the University of Western Sydney.
1) Establish positive relationships between children, families, Centre staff and schools
Staff can help –
- establish positive relationships between families and the school as the relationships can have long-term effects on families’ attitudes towards the school and on their sense of participation and trust in the school
- establish supportive and responsive relationships with children so that they can learn to trust adults, to feel secure and understand the role of the teacher in their learning
- children to establish positive relationships with their peers so they feel accepted and respected by their peers
2) Support each child to be a capable learner
a) Staff can support children by –
i) helping children learn through relevant and meaningful experiences leads to growth and development
ii) providing rich and stimulating programs and learning environments
iii) recognising their strengths and build on these
iv) being actively involved with them and ensuring their active collaboration in their learning
v) helping them make decisions about their learning and experiences positives outcomes
vi) respecting individual capacities and diversity in learning
Families can help children by
i) using everyday practices such as writing shopping lists, identifying numbers on car number plates or on houses to help children develop their literacy and numeracy skills. Learning becomes more meaningful rather than when it is by rote
ii) providing positive feedback on children’s attempts at independence
iii) supporting children with their interests rather than pushing them in areas they may not be interested in
3) Base programs on open communication, mutual respect and trust
a) Survey families regarding their priorities, thoughts, feelings and concerns about the transition to school process. Listen to the family issues raised and collate survey results and provide a Transition Newsletter to address some of the issues raised by families.
b) Transitions for children can also impact significantly on families. Some of the initial concerns about placing their child in care outside of the home for the first time may re-surface for families when the child starts school.
c) Open communication and the sharing of information and collaborative planning for children’s transition with school staff can be facilitated through –
i) inter-staff communication before and after transition
ii) the transfer of records/portfolios/information, in consultation with families about the child’s strengths, areas of interest and any specific needs the school should be aware of
iii) staff visiting each others’ programs to discuss transition processes and expectations
iv) collaborative planning of transition programs
v) membership of early childhood or transition networks in the local area.
4) Involve relevant stakeholders
The Centre aims to include all stakeholders in the transition process by -
i) On-going communication between the Centre and school, especially in the first few weeks of the child starting school, is a valuable part of the transition and is undertaken whenever possible
ii) Acknowledging children are a key stakeholder – involve them, ask then what they think will happen, what may concern them, listen to them to find out what may reassure them
iii) Encouraging children to take their portfolio to school as part of orientation and to show the teacher some of the achievements
iv) Inviting the principal or other staff from the local school/s to talk with the children, meet parents and talk about the role of the school and how they are a part of the transition process
v) Inviting some children from the local school come to the Centre to read to and play with the children going onto school; talk about school, general assembly, bell ringing for recess etc. Meet them at school for orientation visits etc
vi) Organising morning tea/week-end function at the Centre for families and children attending the same school to help relationships to develop. Invite a parent mentor (family already attending the school) to attend and provide first hand information to families.
vii) Inviting children who were at the Centre the previous year to return and talk to the children about their school experiences and what they recall about the early weeks when they started school
5) Ensure the transition program is flexible and responsive
a) Knowing the children and families is a key aspect of ensuring that the transition program is responsive - some children may need more visits, more re-assurance, more opportunities to practice some skills and other skills may be satisfactory.
b) Many of our children come from diverse families, including culturally and linguistically diverse backgrounds. We aim to talk with each family about their issues and concerns and how their home culture views transition to school
c) Family wishes are respected and incorporated into the transition program
6) Consider the context of the transition for the child and family
a) Our Centre is different to other centres and all children and families in the Centre are different, so the transition for each child will be a different experience.
b) Staff and families may need to seek assistance and support with children’s transition to school. Seeking community resources and utilising these and/or providing these resources to families can assist with the individual context or circumstance of each child.
c) Ensuring there is a balance between helping children understand what may happen at their school rather than dictating certain practices or procedures will happen – every school is different.
d) Developing the transition program with families so it can take account extended family, family working patterns and other commitments in their lives
e) Assist the school with seeking interpreters for families who may require this assistance, but may be reluctant to ask.
D) The school community
While our Centre has close relationships with schools in our area, many children may attend a range of schools.
Families can become more familiar with the particular school their child is to attend if they become part of the school community. They can do this by –
i) going to any orientation meetings and talking to other parents
ii) introducing themselves to the teacher
iii) introducing themselves to other parents at the school
iv) attending meetings and school social events
v) organising car pools or walking to school with children or families who live nearby
vi) arranging for other children who may be going to the same school to spend time some play time with their child
vii) checking that their child has everything they need, such as uniform, library bag, school bag and hat
viii) involving them in making ‘school lunches’ at home eg on week-ends and helping them to manage the lunch box, wrapping etc
ix) sharing their child’s portfolio with school staff at the interview or orientation to highlight the child’s personality and competencies
Centre staff can become involved in the school community by –
i) meeting with the local school/s and relevant staff to share ideas and discuss how best we can work together to support the transition program
ii) initiating the transfer of information about the child to the school through discussing children’s records or portfolios and how the school can use this information to begin to know the child
iii) providing relief staff so Centre staff can attend a morning/s to participate in the classroom with the children in the orientation program
iv) working with the school/s to organise joint session with some Kindergarten children and Centre’s children eg picnic in park, music or puppet show at school
v) encouraging a ‘buddy system’ with some school children visiting the Centre and being introduced to some of the children who may attend that school
vi) becoming familiar with school routines such as lunch breaks, procedures for toileting, use of stencils, classroom rules such as raising hands to speak and providing some opportunities for practicing these procedures within the Centre#
# Staff should remain sensitive to the principles of good early childhood practice, to the nature of the child care environment and to other children using the Centre. Some school practices such as lining up, use of whistles and bells to designate changes in routines, use of stencils etc should be practiced sparingly. While it may be helpful that children going onto school can practice some of these routines, the program should not be dominated by such structured procedures, for long periods of time.
E) Children’s Competencies
The following elements provide a useful summary for families of the skills and competencies that can assist children to become capable learners and transition smoothly to school.
The following information is broken down and some sections are included in Centre newsletter or notice board, along with the activities or experiences provided by the Centre to help children achieve these skills and competencies.
Communication
- with adults, taking messages, with peers, in a group, taking turns and waiting to speak, making feelings and wishes known
Creative / Expressive/Music
- cutting, making up stories, music, collage, painting, drawing, use of clay, moving, dramatising, singing, responses to music and stories, puppetry, role play, expressing ideas through the arts, musical concepts (beat, rhythm, pitch, tempo etc), making music with instruments and everyday items
Group participation
- respecting the rights of others, appropriate behaviour in a group, turn taking, physical games, board type games, confidence to participate
Independence
- toileting, dressing, care for belongings, managing lunch and snacks, making decisions about their play and the program
Listening
- following rules and directions from adults, listening to peers, identifying environmental sounds
Literacy and Numeracy
- social practice skills involving writing, recognising letters and numbers, understanding print conveys meaning, book conventions, authorship of stories, process writing, use of sight words, retelling stories - sequencing , composing stories, commentary on art works
Physical
- fine motor skills, (pencil grip, cutting, threading, buttoning, turning pages etc) - gross motor skills (coordination, balance, strength, throwing, kicking, hitting a ball, etc)
Social
- getting along in a group, following directions, appropriate behaviour, asking for help, resolution of conflicts, making friends, coping with discipline, accessing play
Task orientation
- focused attention, completing tasks, problem solving skills
* Dockett, S & Perry, B (Eds). 2001. Beginning School Together: Sharing Strengths, AECA. Canberra
* Hayden, J; De Gioia, K and Hadley, F (2003) Ensuring equity for families with young children:Transition to school programs in Sydney, Inner West. Report for Families First - NSW Dept of Community Services.
Key Resources:
NSW Dept of Community Services (2002) NSW Curriculum Framework for Children’s services: the Practice of Relationships. Sydney. NSW DoCS Office of Childcare
Date endorsed by Committee/Board: Version 1 ~ 1996 Version 9 ~ 2008
Date to be reviewed: 2009
