Positive Guidance Policy Statement

Positive Guidance – developing social competence
 

Rationale:

  • To ensure children are supported to develop social competence through positive learning environments.


Objectives:

  • Supervisors create physical environments to support social competence.

  • Supervisors are actively involved in children’s activities.

  • Positive attitudes/dispositions towards interactions are valued and modelled by Supervisors.

  • Children are given opportunities to initiate and guide their own play.


Preventions strategies:

  • Supervisors adhere to all health and safety requirements in their environments to ensure children have the space required and an organised environment with which to play and learn.

  • Environments need to be open, rich and stimulating, and spacious to ensure that all children regardless of age, ability, and ethnicity can be an active part of all experiences.

  • Environments are arranged and set up with children’s interests, abilities, and input to ensure they have some ownership over them.

  • Supervisors are actively involved in experiences with children, giving them the opportunity to be encouraged, guided, and direct their own play independently as well.

  • Children firstly have the opportunity to settle into the OSCAR programme and form secure relationships with them so that they have the confidence and trust to become involved in the programme.

  • Strategies such as modelling, scaffolding, encouragement, and praise are used daily by Supervisors to support children to interact cooperatively.

  • Supervisors work with the children to create clear guidelines around rules and setting limits. Supervisors guide children to listen to each other, use language (verbal and non-verbal) to express themselves with others, and work co-operatively together.

  • Supervisors understand that all children have different levels of understandings around rules and responsibilities, and so ensure that they take the time to get to know each child well and support them at their individual level.

  • Supervisors ensure that they and the children are not shouting while inside the OSCAR environment.

  • TVs and stereos are kept at reasonable levels to avoid frustration and unneccessary ear damage.


 

Procedures:

  • Unacceptable behaviour is any behaviour that brings harm or hurt to another person, resources, or the OSCAR environment.

  • Children are first reminded of what is expected and supported to make acceptable decisions. If the behaviour continues then the child is removed from the area of play and must stay with the Supervisor for a short time to talk about what has occurred. This gives the child the opportunity to reflect on their experience and be guided to make a change in behaviour.

  • Isolated timeout is not acceptable means for behaviour guidance. The child must always remain in the room with the Supervisor.

  • Supervisors engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships.

  • If a child has to be removed from the programme as a result of behavioural issues then Management will contact the parents and explain what is happening and why. If a parent needs to collect their child during OSCAR hours then they will be contacted to do so. If they cannot be reached the emergency contacts will be phoned.

  • The first step is standing down the child for three days.

  • The next step is withdrawing the child from the programme indefinitely.

© 2019 Created by James Earl Aitken Wards.
 

All intellectual property in the HULISK computer system with built-in monitor, including design registrations in New Zealand, Europe and the US, is wholly owned by James Wards.  All intellectual property in the YOUR CORPS and HULISK trade marks, the Character Mascots and all sub-brands and logos, including all trade mark registrations and copyright, is wholly owned by James Wards.  No third party is permitted to use or copy any of these elements without the prior written consent of James Wards.

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