To provide a positive learning environment that builds on children’s experiences, knowledge, skills and attitudes, needs, interests and views of the world.  Children are given the opportunity to learn and develop to their full potential.



  • To support a curriculum which builds on children’s current needs, strengths, interests and areas of development holistically.
  • To provide guidance to Educators that will support programme planning both formal and informal based on Te Whariki (The Early Childhood Curriculum)
  • To encourage Educators to become reflective practitioners.



  • Individual planning is a continuous process involving observation and identification of significant children’s learning. See appendix 0ne: planning cycle and any other supportive documents needed.
  • Parents, Educators and Visiting Teachers will have input into the process of planning to ensure a holistic approach to planning for children’s learning.
  • Children’s first language will be valued.  Educators will work in collaboration with parents/whanau to ensure that the child’s first language is integrated meaningfully into the curriculum.
  • Children have opportunities to share aspects of their culture with others in the service.
  • A variety of teaching strategies will be used to show the holistic way children learn and grow.
  • Learning journals will be used as a tool for recording, assessment and evaluation by Educators, families and Visiting Teachers, whether traditional or e-profiles.
  • Assessment takes place during children’s play and routine times. Assessment covers what the children know and understand and how they do these things. Assessment is about noticing, recognising and responding to children.
  • A variety of assessment tools are used depending on the family situation.  These consist of learning stories, photos, video clips, art work and children’s own stories. Visiting Teachers will endeavour to meet the needs of all parties in the planning for children’s learning.
  • Educators, parents/whanau and Visiting Teachers will support this process.
  • A record of information and guidance sought from agencies and/or services will be kept.


  • Parents will be contacted by their Visiting Teacher on a regular basis informing them on progress of their child.
  • Parents are encouraged to contribute to their children’s progress by way of information sharing to Educator or contribution to child’s learning journal.
  • The parent has signed on enrolment that their child’s learning journal may be shared as a learning tool within the service.
  • Parents will discuss with their Educator their aspirations for their child/children.
  • Parents may choose to share their child’s learning journal with other people.  Through Educa they can invite others to view stories.
  • At enrolment and once a year after that parents will be given a Child Aspiration Sheet to complete.

Visiting Teacher:

  • Visiting Teachers will regularly follow up on children’s progress and offer any support needed.
  • Visiting Teachers will visit each child monthly offering support and guidance to the Educator and their families.
  • Visiting Teachers will source information and resources to support learning that is happening for the children in the Educator’s home.
  • Visiting Teachers will facilitate regular play groups. Educators will be encouraged to attend so that their children can enjoy another learning environment. This will also support the Educators.
  • Visiting Teachers will support Educators when accessing outside agencies and/or services.
  • Visiting Teachers will write notes discussed at visits in the Educator Reflection/Visit book.  This stays with the Educator
  • If there are concerns regarding a child or whanau, records will be kept.  Visiting Teachers will use the Concerns for Child/Whānau form in the Visiting Teacher Manual.
  • The “Change Patterns of Behaviour” form will be used with Educators to develop a plan in instances where a child’s behaviour requires extra support.
  • Visiting Teachers will have the opportunity participate in professional development
  • Visiting Teachers will regularly practice te reo and tikanga


  • Educators will provide a positive learning environment for all children in their care inclusive of all ethnicities and abilities.
  • Educators will record children’s significant learning in their children’s learning journal. Using either Educa (online portfolio) or traditional learning journal.
  • Educators will regularly practice te reo and tikanga
  • Educators will keep daily notes of notice, recognise and respond in the Daily Daily
  • Educators will respect and acknowledge the aspirations of the parents/whanau
  • Educators will provide the Childsplay Homebased Education Service core curriculum daily.
  • If there are concerns regarding a child or whanau, records will be kept.  Educators will keep notes in the Notes section at the back of the Educator Manual.
  • Educators will participate in appraisal to encourage reflective practice
  • Educators will participate in professional development to enhance their own teaching practice.  Failure to attend 75% of these will incur a notice of non-compliance.



  • Children contribute to the process by showing us their strengths, interests and areas of development through their every day play.
  • Children will be encouraged to record their own learning where possible. Educators will be supported by Visiting Teacher to develop the skills to encourage children’s own recording.
  • The learning journal will remain the property of the child and when finishing with the service they will take the learning journal as a record of their learning journey with their Educator.


To ensure support for children’s developing social competencies and understanding of appropriate behaviour


To provide support, and recognise the importance of children’s social competence in establishing and maintaining relationships with other children and adults.



  • Guiding a child’s behaviour will be seen as a learning opportunity and will be done in a positive and nurturing way that ensures the individual needs of the children are taken into account. Consultation between parents and Educator is paramount.
  • Ensure you are telling the child what you want them to do.
  • Communicate to solve problems and allow time for practice of this
  • Teach self-regulation (see appendix one)
  • Use eye contact, positive words, feedback and acknowledgment of children’s personal success. (see appendix two)
  • When going through the Home Safety Check at enrolment, Childsplay Homebased Education Service will discuss the importance of the Educator and parents discussing guidance practices for children’s behaviour. Discuss with the Educator so that they are aware, that no child will be subjected to any form of physical ill treatment, corporate punishment, solitary confinement, verbal abuse, immobilisation, or deprivation of food. (C10)
  • When enrolling a child, Visiting Teachers will discuss with the parents that no child will be subjected to any form of physical ill treatment, corporal punishment, solitary confinement, verbal abuse, immobilisation, or deprivation of food (C10). Parents will be informed of our policy around the development of social competency.
  • Educators will discuss with parents any patterns of behaviour that may be happening for their child in an appropriate timeframe and, where possible, remember to avoid discussing this while the child is present. This can be done with the support of your Visiting Teacher. Use the “Change Patterns of Behaviour” form to ensure a complete overview of the situation.
  • Childsplay Homebased Education Service Visiting Teacher will be available to support Educators and parents, offering information when needed.
  • When support is required from a specialist service, Management/Visiting Teacher will provide that information to the parent and a complete a referral if needed.



We will aim to ensure that children are given the opportunities to discover who they are and what they can do by – having adequate spaces for children inside and outside; a range of age appropriate equipment and resources; and providing a balance of busy and quiet activities throughout the day including time for one on one with the Educator.


Respect will be a reciprocal.  This is treating each other with civility and appreciating each other’s qualities.  Encouraging children to do this with each other through discussion and developing empathy.


Ensure you have realistic expectations of children according to their age and /or developmental stage.  This is important so that undue frustration is not caused to them.


Appendix one:  Teaching Emotional Self-Regulation

“Self-regulation is the ability to manage our physical state, attention, emotions, thoughts and actions.”  By teaching this skill children will develop their resilience and confidence in dealing with set-backs that will inevitably arise during their life time.

In terms of developing social competency this will focus on emotional self-regulation – dealing with the melt down.

Types of Meltdowns:

A meltdown is any sign that children have lost control of their feelings.  These include:

  • Protesting – thrashing about, screaming, crying, spitting
  • Whingeing/Whining – the passive version on the protesting tantrum.  It involves sultking, nagging and complaining.
  • Helplessness is the frustrated meltdown when children have failed at something and are giving up, perhaps throwing items around the room, declaring that they, the task or their teachers are ‘stupid’ or that they will never be able to do it
  • Social meltdown:

★ reactive aggression: bossing others, refusing to share or take turns, name-calling, aggression, bullying, exclusion out of anger in response to a perceived trespass (out of control of feelings, particularly anger)

★ proactive aggression: enacting an impulse to hurt someone because they can (out of control of impulses)

  • Uncooperativeness: not being able to overcome their distaste for a reasonable directive.

Supporting children to regain control

  • Time in: Bring children in close.

When we are upset as adults we often look to find that one person that can help us to see perspective.  When babies are upset we instinctively bring them in close to calm them but often for older children we send them away “to sort themselves out!”  Time to rethink this.  Time In can take a variety of forms:

  • Cuddles
  • Sit beside them on a couch
  • Hold their hand as you walk around together
  • Have them accompany you as you go about doing whatever you were doing
  • For older children, it could be an acknowledgement: “You look like you’re having a tough time. Anything I can do?” Or “Some days it’s not easy being you.”

If a child has been hurt soothe the target first and then use Time in with the perpetrator. Reminding them “I wouldn’t let them hurt you, and I can’t let you hurt them.  So I need you to stay with me until I know you’re feeling better and everyone can be safe.”

  • Time away: Sanctuary.

Think about the methods you use to calm yourself down: music, watching some TV, out for a walk, having a rest.  Have you ever tried sitting on a chair in the corner facing the wall? Time to rethink this approach.  Time away recognises that sometimes people get overwhelmed by their feelings.  It’s not ok for them to inflict their feelings onto others so they need some space to do something that soothes them.  A couple of examples of a ‘chill space’ or ‘cosy den’:

  • Bean bags and blankets in the corner of the room with special books to look at
  • A cardboard box with an MP3 player for favourite music
  • A special spot that overlooks the back yard
  • Set up a comfy space beside a fish tank.
  • Really think about the children in care at what works to soothe them.  With the older children get them to help design and set up the area.


Taken from “Young Children’s Behaviour: Guidance Approaches for Early Childhood Educators”, Dr Louise Porter, 2016


Appendix two: Principles for Delivering Feedback

When you want children to develop a healthy self-esteem, acknowledge and celebrate (but do not praise) their efforts and successes.


·         Approves of work that meets adults’ standards

·         Judges children or their efforts.

·         Prescribes what children must do to earn our respect.

·         Is delivered in public as a way to manipulate others into copying a praised child

·         Invites children to evaluate their own efforts.

·         Gives our opinion

·         Describes qualities that children display that we already respect.

·         Is a personal event that does not show up children in public or compare them to each other




  • Ask children how they feel about what they have achieved:

Are you pleased?

What do you think of that?

Are you happy with that?

  • When children are saying or giving nonverbal messages that they are pleased, reflect that:

You look delighted!

You seem very proud of yourself.

You look very pleased.

  • When appropriate, add your opinion (but not a judgment):

Well, I agree with you!

 I agree that you can be very pleased with yourself I think it’s special too.

  • Give information or feedback in the form of I-verb:

I admire…

I respect…

I value…

I’m impressed that…

I appreciate…

  • Intend to congratulate, not manipulate:

Congratulations! Hey! You did it!

Wow! Look at that!

  • Express appreciation:

Thank you! I’m grateful that…

 I appreciate that because…

  • Focus on the process, not the product:

I admire that you tried something new.

I’m impressed that you had another go.

Looks like you really worked at that.

  • Verify children’s own assessment that they have achieved something worthwhile, highlight their successes so that they notice these, and expand on what they have achieved:

I agree that it’s quite an achievement! (verification)

Did you know you could do that? (Highlight)

And not only have you finished it, but you worked on it for ages (Expansion)

  • Use natural manners, without patronising children. For example, in response to a child’s thanks:

You’re welcome!

It’s a pleasure

I hope you enjoy it.


Acknowledgment gives children information about who they are and what they are capable of being: it expands their self-concept.

It does not imply doubt about their worth or tie their worthiness to their ability to satisfy our expectations: their ideals remain realistic.

Because it is authentic, it is credible, meaningful and, therefore, successful at low doses.

It does not undermine children’s intrinsic motivation.

It encourages self-referenced perfectionism, rather than socially prescribed perfectionism.

Taken from “Young Children’s Behaviour: Guidance Approaches for Early Childhood Educators”, Dr Louise Porter, 2016


Childsplay Homebased Education Service is inclusive of all children.



To ensure that children with special needs are catered for in an equitable and inclusive way.



  • Any special needs or requirements will be documented on the child’s enrolment form. If needed the Health Plan will be completed and the Educator will have training on the disability and administration of any medication required prior to care starting
  • Obtain support, advice and guidance from specialist services. Such as: WINZ, Regional Health authorities, SES, CYF, CCS, Presbyterian Support, Family Works and Idea Services.  Referrals can be made to the Public Health Nurse in consultation with parents.
  • Be prepared to act as an advocate for the child and for the child’s parents, whanau.
  • When matching a child and family/whanau with an Educator, consideration will be made in regards to the physical and emotional environment.
  • An inclusive home setting is a caring and learning one, where each child is accepted and valued.
  • Childsplay Homebased Education Service will endeavour to provide information and support for families, the child and the Educator.


Also refer to:   Settling children Policy

Transition to School Policy

Child Protection Policy

Curriculum, Assessment and Planning


To increase children’s control over their bodies and to help them develop the understanding that exercise is an important part of growth and holistic development.



To ensure that Educators provide a safe, challenging and stimulating environment, both inside/outside, so that children develop the Fundamental Movement Patterns needed to gain confidence and control of their body.



  • Educators will provide daily activities that offer varying degrees of physical challenges in the three areas of Fundamental Movement Patterns:
    • Locomotion – the ability to move your body from here to there in a variety of ways
    • Stability – the ability to maintain balance while still or in motion
    • Manipulation – the ability to effect objects with part of your body or with an instrument (such as a bat or raquet)                              Connell & McCarthy 2014
  • Time will be provided for the exploration, discovery and practice of physical skills.
  • The environment will allow space and equipment which follows children’s interests and promotes challenging physical experiences both indoors and out.
  • Educators will be encouraged to participate in Music and Movement sessions out in the community.
  • Educators will be encouraged to make use of places in the community to extend children’s physical experiences, e.g. playgrounds, beach, parks etc.
  • Educators are encouraged to participate in the regular play group and outings offered by Childsplay Homebased Education Service.
  • Children have the opportunity to learn movement skills from other cultures.


To ensure that children have age appropriate information about their bodies and feelings; and that parents and Educators support each other when guiding children.


To set in place some guidelines when dealing with questions from children, and situations involving children’s feelings and bodies.



  • Educators will use correct names for body parts including penis and vulva/vagina.
  • Educators will discuss with parents how they will answer common childhood queries such as:
  • How do babies get into tummy’s & how do they come out?
  • Why does that boy/girl have a penis/vulva/vagina?
  • Questions around family dynamics.
  • Children will not be made to feel bad about their bodies at any time but especially when they are in a vulnerable situation such as toileting or touching themselves. Children will be respected and calmly told that that is for private time at home.
  • Children’s feelings will be acknowledged and validated.
  • See appendix one for guidance around responding to tricky questions or confronting situations.

Refer to: Child Protection Policy; Developing Social Competency Policy; Communication Policy; Safety Procedures; Health & Safety check.


To ensure the transition of care between home and the home-based environment and then school is a smooth and effective process with minimal disruption to the child/children and family.



To provide the child and family with support when going through these transition phases.




  1. Educators and families are encouraged to provide opportunities for the child/children to get to know the Educator prior to their start date. We encourage parents to do 2 or 3 transition visits before the child starts in care (any visit longer that 1 hour will incur normal care fees)
  2. Effective daily communication between the family and Educator will ensure:
    • The child/children’s daily needs are met.
    • The Educator’s ability to maintain routines.
    • The Educator will be made aware of the child/children’s likes, dislikes, medical needs and anything else that relates to the child’s well-being
  3. The “Aspiration” form will be completed at enrolment.


Strategies that might be helpful.

  • Regular phone contact during the settling phase will provide peace of mind for all parties.
  • Saying “good-bye” to your children needs to be part of the drop off routine.  It is also helpful if you don’t stay for too long at drop off.
  • Use the first ½ hour with the child/children in your care to plan your day.
  • Acknowledge the child’s feelings and allow them the time to process them.
  • Putting the child in the push chair and going for a walk.
  • Plan an activity or have toys available that they enjoy. Toys that have music or toys that have a cause and effect action can be useful.
  • Ring your Visiting Teacher for support.
  • Remember it can take time – be prepared as much as you can be for the day so you can give your time to the child.  Encourage other children to help with the settling process too.  A great opportunity for learning about empathy.


Transition of children to another service or to school:


  • To raise family/whanau awareness of their right to obtain Education Review Office (ERO) reports pertaining to their school of choice or those under consideration.

Education Review Office (ERO) website: www.ero.govt.nz

  • Families/whanau and Educators will encourage the child to develop a “readiness” for school by facilitating developmental experiences such as:
  • Self-help skills
  • Independence
  • Responsibility for own belongings
  • Following instructions
  • Fine and gross motor skills
  • Real life literacy and numeracy skills that will support the formal learning at school
  • Families/whanau will arrange for school visits. Educators will support families where necessary.
  • Families/whanau and Educators will endeavour to provide opportunities that will enhance positive attitudes towards school.
    • Discussing travel arrangements and changes in routines.
    • Providing opportunities in which the child can become involved when purchasing school necessities such as clothing/uniforms, stationery, lunch box and bag.
    • Reading stories.
    • Role play/practicing
    • Visiting when collecting Educators own children from school
    • Above all acknowledging that the child’s fears and concerns are real and ensuring that they have opportunities to discuss and work through these.
  • For positive transitional periods it is essential that effective communication between families/whanau, Educators and the individual child be maintained.
  • For families/whanau and Educators to foster the child’s knowledge and awareness of themselves as learners and that learning is a life-long journey


Refer to:

Education (Early Childhood Services) Regulations 2008 and Licensing Criteria for Homebased Education and care Services 2008 (HS14 & 15)

Travel and Excursion Policy


To ensure that Childsplay Homebased Education Service Curriculum supports all children to develop an understanding and appreciation of Aotearoa/New Zealand heritage.



  • To acknowledge and reflect the unique place of Maori as Tangata Whenua.
  • To ensure children are given the opportunity to develop knowledge and understanding of the cultural heritages of both parties to Te Tiriti O Waitangi/The Treaty of Waitangi.



Partnership/Whanaungatanga me te Kotahitanga

  • Childsplay Homebased Education Service works in partnership with Educators, parents, whanau and the wider community to provide support, assistance, nurturing, guidance and direction when needed.
  • These partnerships encourage an understanding of the values, customs, rituals and practices that are an important part of each individual family. This supports the child’s sense of self-worth and belonging.
  • Children have the opportunity to learn about the history of our region – both Maori and Pakeha
  • Two main events take place each year for all Childsplay Homebased Education Service whanau to come together and celebrate our children.



  • As part of the education programme for children, Visiting Teachers and Educators will ensure that children develop a strong sense of the environmental awareness and care. This includes both the natural/living world and the physical/non-living environment.
  • Educators receive a Bicultural Kit when they start with Childsplay – this includes items sourced from our local environment, information about our region, some ideas for starting a garden at home and some waiata.
  • Childsplay Homebased Education Service staff together with Educators, family/whanau will develop goals that acknowledge children’s heritages and support their understanding of their cultural identity and those of the others around them.
  • Childsplay Homebased Education Service will acknowledge our commitment to bi-culturalism when purchasing resources for play group and the toy library; during visits with families; beginning and ending workshops with karakia and waiata; and while at visits.



  • Childsplay Homebased Education Service Directors, Visiting Teachers and Educators will role model our commitment to Te Tiriti/The Treaty and bi-culturalism with sensitivity and appropriate practices.
  • Te Reo Maori will be spoken, heard and visible in the home, at playgroup and other outings in the community. Visiting Teachers will role model and support the Educators with this.
  • The use of narrative, song, art and movement will be incorporated into the daily core curriculum.
  • The children’s assessments/planning and creations are treated as taonga and are cared for properly.


Tikanga in the Home:


  • Anything that comes in contact with or is used for bodily functions or substances needs to be kept separate from food.
  • Do not sit on tables or benches used for making of or consuming food.
  • Food is not to be passed over the head.
  • Do not step over someone lying on the floor.
  • Tea towels are to be used with food only and as so washed separately from bedding, clothes etc.
  • Return unused resources to the natural source (harakeke, shells), Protection of Papatūanuku.
  • Avoid touching a person’s heads unless invited
  • Sit on cushions not pillows
  • Clothing stays off food tables, hats should not be placed on the floor but put in a basket
  • Avoid walking directly in front of a speaker and the people they are addressing
  • Not using food for play or art
  • Children sleep either head to head or toe-to-toe (to avoid accident to the head)
  • Consider shoes off inside
  • Sharing kai at meetings is important
  • Respectful practices for toileting routines
  • Consider using different color clothes for certain cleaning eg art, kitchen, floor, body
  • Respect for all living and non-living things
  • Karakia is important
  • Encourage Māori values – Manaakitanga (kindness/generosity), awhina (support), aroha (love), whakawhanaungatanga (relating to others), tuakana/teina (rolemodelling/scaffolding), ako (learning), kaitiakitanga (guardianship) and wairuatanga (spirituality)