Behaviour Management Policy

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Contents Page:

Introduction ……………………………………………………………… Page 3

Promoting Positive Behaviour …………………………………………… Page 4

Minor Behaviour Problems ………………………………………………. Page 6

Moderate Behaviour Problems …………………………………………... Page 8

Severe Behaviour Problems ……………………………………………… Page 9

Implementing the Behaviour Policy ……………………………………… Page 11

Evaluating and Reviewing the Behaviour Policy …………………………. Page 12

Conclusion ………………………………………………………………… Page 13

Bibliography ……………………………………………………………… Page 14

Pre School Behaviour Management Policy.

Introduction:
Children’s’ behaviour often poses challenges to teachers. Sometimes such behaviour causes irritation to the teacher teaching a large class with varying abilities. At other times the behaviour of certain children disrupts the normal operation of the classroom for a time. However, teachers may also have to deal with behaviour which challenges their ability to provide an education for a child or their peers. In addition to this, teachers increasingly find themselves challenged by behaviour associated with a disability, or where the children’s social norms are different to that of the teacher. There is general agreement in literature related to the management of challenging behaviour that the starting point must be the promotion of positive behaviour.

Traditionally, standards of behaviour in schools and preschool settings alike were often defined by what was not acceptable, and disciplinary strategies focused on the sanctions available to enforce rules and punish unacceptable behaviour. In many preschool settings this approach has now been complemented with an active promotion of positive behaviour, which teaches children clearly the behaviour which is acceptable in the school context and reinforces positive behaviour when it occurs.

This behaviour management policy has been developed with these things in mind and with the primary aim of ensuring that all interactions with children, including the management of undesirable and inappropriate behaviour should be tempered with love and understanding, promoting co-operation and non-violence at all times. The preschool recognises that students and staff have a right to a safe and pleasant working / learning environment. Both students and staff alike need to be responsible for their own actions and to show courtesy and respect to others, for the property and rights of others as well as the environment. This preschool seeks to assist students in developing appropriate social skills and personal behaviour. The behaviour management policy has been created taking into account the relevant childcare legislation as outlined in the Preschool Regulation’s 2006, which write that ‘A person carrying on a pre-school service shall ensure that written policies and procedures are in place to deal with and to manage a child’s challenging behaviour and to assist the child to manage his or her behaviour as appropriate to the age and stage of development of the child.’ Promoting Positive Behaviour:

From nought to six years, children can be seen to travel through a variety of developmental stages, each stage bringing with it new experiences and challenges for both children and practitioners. During a child’s development their coping and understanding skills are still very immature; they will occasionally show some unwelcome behaviour. Children attending a pre-school service face the additional challenge of coming from the quietness of their own home to a place that is busy, noisy, and where they must now share the same space and materials with lots of other children. Clashes between children are inevitable. Therefore, the staff accepts that part of caring for children will include regularly dealing with behaviours issues. While the majority of behaviour incidents are a normal part of children’s development, children need to learn how to manage their own behaviour and to cope with the behaviour of other children as they...
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