CUR103 Positive Guidence 25.4 | Windsor Montessori

Positive Guidance Policy V4

Licensing Criteria for Centre-based Education and Care Services 2008: C110: The service curriculum supports children’s developing social competence and understanding of appropriate behaviour

Reference:

Education Regulations (Early Childhood Services) 2008; Licensing Criteria. 2008: Children’s Act, 2014; Children, Young Persons and Their Families Act, 1989.

Te Whāriki:

Mana atua/Wellbeing – Goal 2; Tamariki/children experience an environment where their emotional well‐being is nurtured; Goal 3; Tamariki/children experience an environment where they are kept safe from harm.

Mana Whenua/Belonging – Goal 4; Tamariki/children experience an environment where they know the limits and boundaries of acceptable behaviour.

Mana Tangata/Contribution – Goal 3; Tamariki/children experience an environment where they are encouraged to learn with and alongside others.

NELP:

Learners at the Centre – Learners with their whānau are at the centre of education

Barrier Free Access – Great education opportunities and outcomes are within reach for every learner

Quality Teaching and Leadership - Quality teaching and leadership make the difference for learners and their whānau

Future of Learning and Work - Learning that is relevant to the lives of New Zealanders today and throughout their lives

World class inclusive Education: New Zealand education is trusted and sustainable

Statement of Intent:

As a culturally responsive preschool, we work at building ngā hononga/relationships that are strong, positive and caring where all tamariki are given respect and dignity. Every tamaiti is unique and as such a taonga/treasure.

Our strategies are based on developing a thorough knowledge of each tamaiti individual developmental needs, and will include parents/whānau/caregivers input. We promote positive behaviour through developing warm, caring and nurturing relationships with expectations that are reasonable for each tamaiti. We are guided by the Montessori approach to children’s learning and development and the guidelines set out in Te Whāriki along with our local curriculum priorities.

Te Tiriti o Waitangi:

The positive guidance of tamariki behaviour will support and strengthen them to develop personal mana whakairo/self-control which will grow into hauora whaiaro/a healthy self-image in each tamaiti enabling them to be kaitiaki/caretakers of themselves and others.

Purpose:

To provide a positive, nurturing physical and emotional environment, where each tamaiti holistic development is nurtured.
To ensure consistent strategies are in place to encourage tamariki to develop an understanding of positive behaviour for learning.
To ensure tamariki develop strategies and confidence in conflict resolution.

Strategies to Encourage Positive Behaviour & Social Competence

Kaiako will:

Spend quality time with tamariki and whānau to develop and nurture strong relationships.
Get to know the culture and life context of each tamaiti and their whānau.
Provide realistic, clear and consistent boundaries so tamariki will feel secure, protected and happy in their relationships and learning experiences.
Actively model and encourage pro-social skills (turn taking, waiting, giving, sharing, helping, co-operation, positive verbal and physical contact, showing empathy towards others, taking the perspective of another, having a “can do” attitude to develop a growth mindset).
Value ‘mistakes’ by viewing them as learning opportunities and supporting tamariki to give things a go.
Provide sensitive support to help tamariki develop the skills to resolve their own conflicts.
Provide opportunities for tamariki to engage in Montessori grace and courtesy lessons to support their social and emotional competence.
Use the practice teaching tools from Kōwhiti Whakapae to guide and track tamariki social emotional competency progress and integrate this into our learning assessments.
Take opportunities to engage in professional learning to grow our knowledge and understanding in supporting tamariki in their social emotional competency learning
Communicate with tamariki in a positive way using feedback, praise and encouragement, smiles and positive facial expressions.
Make use of non-verbal communication skills e.g. gestures, eye contact and NZSL.
Emphasise what to do, rather than what not to do, in explanations and instructions.

Be aware of signs of stress in the behaviour of tamariki and provide appropriate stress reducing experiences and techniques, including warm physical contacts such as ‘cuddles’ and ‘hugs’, showing empathy and making themselves available to ‘be there’ when tamariki are in need of reassurance and support.
Actively find ways to build self-esteem in all tamariki by demonstrating respect, acceptance and affection for each, regardless of their behaviour.
Provide a peaceful and calm setting where tamariki experience an unhurried pace.
Provide consistency allowing tamariki to anticipate what will happen during their day. Tamariki will be given adequate notice that an event is going to happen, such as mat-time or lunch. When tamariki are engrossed in play or exploring a piece of equipment, time frames may be negotiated to allow them time to finish their exploration uninterrupted.
Support tamariki to respect everyone’s work space.
Practice redirection by providing tamariki with choices and options to diffuse conflict situations.
Practice safe and effective supervision techniques to minimise the opportunity for incidents to arise un-noticed.
Regularly seek support, guidance and feedback from colleagues to reflect on and improve approaches to developing social and emotional competence

The Head Kaiako will:

Ensure that kaiako receive appropriate advice and guidance when they are challenged by the behaviour of tamariki.
Ensure kaiako and tamariki enjoy a wide range of age appropriate resources and kaiako/tamariki ratios that allow kaiako to develop warm and responsive relationships with tamariki and their whānau within a high quality education and care programme.
Ensure the environment is adequately resourced with Montessori learning materials and other resources that meet the interests of tamariki to support and extend learning.
Consult parents/whānau/caregivers so that they are informed of any incidents as they occur. Be available for whānau so they can discuss any concerns regarding their child’s development and learning.
Include parents/whānau/caregivers in the development and implementation of individual learning plans for their tamaiti.
Seek guidance from the Ministry of Education Learning Support and/or other appropriate support agencies. Parents/whānau/caregivers will be consulted before an individual tamaiti is discussed with an outside agency.
Promote daily routines that are flexible and responsive to the needs of individuals and groups of tamariki.
Allocate a time during staff meetings for kaiako to raise and discuss any concerns related to the behaviour of tamariki.

Dealing with Challenging Behaviour:

Kaiako will work with all tamariki to solve conflicts peacefully.
Kaiako will focus on isolating the tamaiti behaviour rather than labeling the tamaiti.
A clear message will be communicated with parents/whānau/caregivers explaining why certain behaviour is unacceptable i.e. when a tamaiti could hurt themselves, other tamariki, adults, or property.
A tamaiti will be helped to resolve any unacceptable behaviour in a peaceful way with the support of kaiako.
Opportunities will be taken at all times to provide teachable moments for tamariki in a meaningful context to extend or expand on tamariki learning. Kaiako will provide open conversations with tamariki to support their thinking and understanding. These will support tamariki in their development of language, communication and reasoning skills.
If kaiako find themselves in a stressful situation, they will be encouraged to move away and request another kaiako to take over.
No force will be used by way of correction or punishment at any time towards tamariki.
Should the behaviour of a tamaiti begin to cause concern, kaiako will:
- Observe the behaviour of the tamaiti and record events leading up to it.
- Discuss the behaviour with another kaiako.
- Set aside time at a staff meeting to discuss any concerns and establish teaching strategies and a plan to move forward.

Behaviour Over Time:

We believe a cause/antecedent exists for all challenging behaviours. It is our goal to support tamariki with challenging behaviours to control their actions and reactions. The likelihood of challenging behaviour is reduced when tamariki have opportunities to make choices, develop friendships, be kaiārihi/leaders, take responsibility, be treated with respect, have their feelings heard and their frustrations attended to.

When a difficulty arises regarding aspects of the behaviour of a tamaiti, observations will be made by kaiako and the situation discussed with parents/whānau/caregivers.
Any decision regarding the handling of the situation will be made jointly with parents/whānau/caregivers taking into account whānau values and traditions, developmental level and temperament of the tamaiti. This may include the development of a short term plan for immediate management when problems occur, or a long term plan designed to identify the reason for the behaviour and to help the tamaiti learn more appropriate ways of behaving. It may also include obtaining advice and support from outside agencies.
Any information relating to tamariki and their whānau is considered confidential, and will not be discussed with other parents, or disclosed to any outside person or agency without the parents/whānau/caregivers permission unless kaiako have reason to be concerned for the safety of the tamaiti.
All parents/whānau/caregivers are welcome to discuss any aspect of their tamariki care and education.

Date: Term 3 2025

Next Review date Term 3 2027