Behavioural Rules

1) Respect for self - you may not do things which might endanger your safety.

2) Respect for others - you may not hurt another child. Treat others with

courtesy.

3) Respect for equipment - you must use the equipment with care

Each adult in the environment is a teacher who sets the ground rules and tone by his or her example. The adult is expected to model these rules and to assist the child in following them.

Suggestions:

1) Respect for self- Each child needs to keep themselves safe while at school both inside and outside. Safety includes using equipment as intended, following inside and outside playground rules, and listening to the teacher's and other children's words.

2) Respect for others - Teachers and adults will show respect for the children by coming down to their eye level when speaking to them and using "please", "thank you" and "excuse me". Use a calm voice and attempt to make eye contact instead of calling across the room to encourage non-disruptive behaviour in the environment. Help two children in disagreement to discuss the situation and to solve the problem.

3) Respect for equipment - Show the child ways to use the equipment safely.

Use care in carrying and moving equipment, modeling a safe way to carry it that the children may also use.

The following methods are acceptable:

-Positive Reinforcement: This will be communicated to the children at all

times (i.e. verbal praise for a job well done.) Consistent acknowledgment of

acceptable behaviours in children will send messages to the child of acceptance

and self-worth.

-Modeling: Demonstrating of appropriate ways of interacting.

-Providing Choices: Outlining appropriate choices and encouraging children

to make decisions for themselves.

-Redirection: If a staff foresees any negative action, she will redirect the child into a more positive action or activity.

-Ignoring: Ignoring some inappropriate behaviour and applying more emphasis to appropriate behaviour.

-"Talk" if a child is having a difficult time, we encourage the child to "talk" to the person(s) involved to try and resolve the problem.

Separation:

It is common for young children to experience anxiety when parents are leaving

So your child may be anxious about leaving you when coming to day care.

Sometimes this concern appears the first day, sometimes later, and sometimes not at all. Some children find it comforting to keep an item belonging to their parents, both for security and assurance that their parents will return. Children like to know where you will be and what you will be doing while they are in school.  We want to work with you to help your child make a smooth and enjoyable transition from home and parents to new social environments. If your child experiences separation anxiety, we will be happy to provide helpful strategies to facilitate this transition.

Communication:

We offer children the same courtesies and respect we offer adults. Children are very alert to what is being said even if it appears they are not listening.

 Comments adults make about a child's character or behaviour tells that child what        we think of him or her, helping to shape their self-image. Teachers and parents should carefully consider any statements they make in front of the children.  Should we need to discuss any issues about your child, we will include your child in the conversation and make every effort to respect his or her feelings.  For some questions, concerns, and/or comments, you may want to talk to the teacher when your child is not present. We will arrange such a discussion whenever needed.