Category Archives: Behaviour Guidance

My Space: Creating a Calm Down Area in a School Age Program 

The calm down area in our school age program has gone through several different versions since I began working here 4 years ago. There were times it was non-existent and there were failed attempts at hanging curtains from hula-hoops from the ceiling that came crashing down. For a long time, it consisted of a large dog bed pillow on the window bench with a couple of breathing visuals slapped on the window beside it. One thing it never seemed to be was inviting and, as a result, it was never used.  Continue reading

The Benefits of Programming to support Children’s Development

Inclusive programming is crucial for the progressive development of skills in children. It provides the means and structure to incorporate children’s interests and to motivate each child in exploring, engaging and learning new skills. Programming reduces challenging behaviours within a group environment because children are actively engaged, motivated, and focussed on play.

While children are engaged in play, adults are able to observe abilities, needs, interests and learning styles to identify the goals and objectives. Programming should include a balance of both child-led and adult facilitated learning. Continue reading

The Positive Outcome Program

We’d like to share our experience with La Coccinelle – Le Prélude daycare service and acknowledge the help and support received from CISS through the Positive Outcomes Program (POP).

Following a request to POP, we were given assistance that helped us complete necessary changes within a few months thanks to the work and collaboration of the whole teaching staff. Continue reading

Shifting Perspectives….

The child care community is currently in the process of change and educators/home child care providers are continuously making efforts to create engaging environments and experiences to foster children’s learning and development. They are deeply engaged in recognizing and adapting their own personal perspectives to support children’s well-being and their sense of belonging.

We as educators/home child care providers and parents/guardians all have our own personal perspectives, values and belief systems, and it can feel unnatural to change or adapt how we express ourselves. Recognizing and being more conscious of the statements we use with children helps shift the focus to a more positive approach that can lead to a decrease in the intensity and frequency of challenging behaviours. Continue reading

Behaviour Guidance Tip – Preparing Children for Transitions

Did you know that preparing children for upcoming transitions saves time, energy and reduces challenging behaviours from occurring?

Examples of transitions include:

  • Getting ready to leave home to go to child care or child care to go home.
  • Leaving play for lunch.
  • From outdoor play to indoors.
  • Getting ready for sleep time including nap and night.

By planning and organizing your transitions, it creates a plan that can be implemented by anyone. Continue reading

Behaviour Guidance Tip – “Sorry Doesn’t Fix it”

Did you know that when you ask a child to say sorry following a situation, you are teaching them an automatic response. Often that response reinforces the behaviour and does not teach them how to rectify the situation.

Although it is important to model and teach manners, a child needs to experience a true sense of empathy in order to be compassionate to others. Continue reading