Rationale:

To ensure that staff and children will benefit from technology offered in a safe and effective manner.

 

Purpose:

To set in place guidelines for Educators, in consultation with parents, to use technology safely with children.

 

Guidelines;

“Technology” covers: phones, tablets, laptops, computers, digital TV, Smart TVs, Ipods/Ipads, watches, books/magazines.

  • Visit all websites first before child to ensure content is appropriate.
  • Ensure devices have appropriate parental controls in place.
  • Keep your personal apps/sites/etc separate from Children’s apps/sites/etc.
  • If child moves to an unfamiliar site – redirect to pre-approved sites.
  • Be especially vigilant during image searches.
  • Supervision required at all times during technology use.
  • Signed permission is required from parents for use of child’s image/info on Childsplay Facebook page

NOTE: BE AWARE OF CHILDREN IN THE BACKGROUND OF PHOTOS AND WHETHER THEY HAVE PERMISSION TO BE ONLINE.

  • Use of a private Facebook page only accessed by parents of children in care may be set up with written consent from parents, (I.e. recorded in diary).
  • No Childsplay children are to be featured on Educator’s personal Facebook pages.
  • Check all books and magazines for appropriate content.

Safe & appropriate sites/apps:

 

Refer to: Child enrolment form,

 

Rationale

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

 

Purpose

  • 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.

 

Guidelines:

Partnership/Whanaungatanga

  • 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.

 

Protection/Kaitiakitanga

  • 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.

 

Participation/Manakitanga

  • Childsplay Homebased Education Service Directors, Visiting Teachers and Educators will role model our commitment to Te Tiriti/The Treaty and bi-culturism 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.

Rationale:

To ensure staff, Educators and families are aware of the variety of communication methods used with

Childsplay Homebased Education Service

 

Purpose:

To offer support and guidance to staff, Educators and families in keeping them up to date with information

and ideas relating to our service and the early childhood field.

 

Guidelines:

Management/Visiting Teachers:

  • Are available for professional support and offer guidance of other agencies when needed.
  • Childsplay Homebased Education Service has an open-door policy and can be contacted whenever needed
  • Community involvement includes participating in community events and making contact with organisations to inform them of our service.
  • Resource books are available for Educators and families that covers a wide range of information on child development

 

Parents:

  • Parents will receive a parent pack when inquiring about education and care with our service
  • All information held by Childsplay Homebased Education Service about a child and family is accessible to families at any time. A request can be made to the Office who will arrange for this information to be made available.
  • Parents will have access to the latest ERO report, ero.govt.nz and the Regulations for homebased care.
  • The Childsplay Homebased Education Service Complaint’s Procedure will be sent out to parents with copies of the Obligations and Education/Care Agreement, Fees Policy and Child Health and Well-being Policy.
  • Regular phone calls (at least bi-monthly) will be made by the Visiting Teachers to give the opportunity for parents/whanau to share knowledge and aspirations for their children.
  • Educators will ensure there is time for parents to discuss aspirations during drop off or pick up or at a mutually agreed time.
  • Parental involvement is encouraged in planning and assessment through the establishment of children’s learning journals.
  • At least two family events will be organised by staff and management each year.
  • Parents are offered the opportunity to be involved in policy making and reviews by way of Facebook, Educa or their Educator. All policies and procedures are available for parents on the Childsplay Homebased Education Service website.
  • Parents will be made aware of the Childsplay Homebased Education Service Facebook page
  • Monthly newsletters will be available to parents via the website, Educa and their Educator.

 

Educators:

  • Educators are invited to join the Childsplay Homebased Education Service Facebook page and Childsplay Educator group on Facebook.
  • Playgroups are provided on a regular basis.
  • Regular outings within the wider community will be organised for Educators and children based on events happening in the community, national events, interests of the children and just because we can.
  • Termly forum nights will be held to feedback and look for feedback from the Educators.
  • Workshops will be organised at least one a term for Educators and parents may be invited if appropriate.
  • Educators are offered the opportunity to be involved in policy making and reviews by way of Facebook, Educa or at playgroup/forum nights. All policies and procedures are available on the Childsplay Homebased Education Service website.
  • Educators will be given an Educator Manual and for children under 2 years, a communication book

    Refer to: Complaints Procedure: Child Protection Policy; Fees Policy: Internal Evaluation policy: Curriculum Policy.

Rationale:

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.

 

Purpose:

  • 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.

 

Procedures:

  • Individual planning is a continuous process involving observation and identification of significant children’s learning. Appendix 0ne: Childsplay Homebased Education Service 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 think, know, understands and how they do these things. Assessment is about noticing, recognizing 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

  • 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.

 

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.
  • Records on children will be kept by the Visiting Teacher.  These will consist of visit notes.  These will be kept on file at the Visiting Teacher’s home.
  • Visiting Teachers will have the opportunity participate in professional development
  • Visiting Teachers will regularly practice te reo and tikanga
  • Visiting Teachers will facilitate monthly planning meetings

 

Educator:

  • 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 respect and acknowledge the aspirations of the parents/whanau
  • Educators will provide the Childsplay Homebased Education Service core curriculum daily.
  • Educators will participate in appraisal to encourage reflective practice
  • Educators will attend the monthly planning meeting
  • Educators will participate in professional development to enhance their own teaching practice.  Failure to attend 75% of these will incur a verbal warning.

 

Children:

  • 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.

 

Refer to: Planning Cycle; Developing Social Competences Policy, Daily diary

Rationale:

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

Purpose:

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

 

Guidelines:

  • 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.

 

Strategies: 

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.

 

PRAISE ACKNOWLEDGMENT
·         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

 

 

TIPS FOR ACKNOWLEDGING CHILDREN’S ACHIEVEMENTS

  • 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.

BENEFITS OF ACKNOWLEDGMENT

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

Rationale

To provide a procedure on performance appraisal

 

Purpose

To encourage education, growth, well being and support for all adults who work within our homebased service.

 

Guidelines

  • The appraisal procedure involves all staff and Educators.
  • Appraisals are a living process so can be reviewed, evaluated and changed at any point.
  • The Director choses a mentor from an Early Childhood Education background to assist her in developing appraisal goals.
  • The Director appraises Visiting Teachers
  • The Visiting Teachers appraises Educators
  • All adults being appraised are expected to have completed regular reflections on their practice. This will form the basis for the goal and further development of their practice.

 

Director:

  • Appraisal Connector is the chosen platform for appraisal and reflection
  • Discussion is had with the Mentor (Liz Depree – Interlead Consultant) around what is currently happening, what is working and not, passions and interests and how they fit the Teaching Criteria.
  • Goals are developed and actions towards achieving the goal created.
  • Regular contact is had through comments made on reflections and face to face meetings are held four times a year.
  • Professional readings and professional development can be source to support the further development. Reflections on these will be part of the reflections towards achievement of the goal.

 

Visiting Teachers

  • Appraisal Connector is the chosen platform for appraisal and reflection
  • Discussion is had with the Director around what is currently happening, what is working and not, passions and interests and how they fit the Teaching Criteria.
  • Goals are developed and actions towards achieving the goal created.
  • Regular contact is had through comments made on reflections and discussion is had at the monthly team meetings.
  • Professional readings and professional development can be source to support the further development. Reflections on these will be part of the reflections towards achievement of the goal.

 

Educators

Degree/Diploma Qualified and Registered Educators:

  • Appraisal Connector is the chosen platform for appraisal and reflection
  • Visiting Teachers will provide readings, quotes etc to encourage thought on how things work in their practice.
  • Discussion is had with their Visiting Teacher around what is currently happening, what is working and not, passions and interests and how they fit the Teaching Criteria.
  • Goals are developed and actions towards achieving the goal created.
  • Regular contact is had through: comments made on reflections and face to face during monthly visits
  • Professional readings and professional development can be source to support the further development. Reflections on these will be part of the reflections towards achievement of the goal.

 

Level Four Qualified Educators:

  • Two options for the Educators:
    1. Daily diary
    2. My Portfoilo on Educa
  • Educators will choose one of these platforms to record regular reflections on their practice.
  • Visiting Teachers will provide readings, quotes etc to encourage thought on how things works in their practice.
  • Visiting Teachers will link these to the Teaching Criteria.
  • Discussion is had with their Visiting Teacher around what is currently happening, what is working and not, passions and interests.
  • Goals are developed and actions towards achieving the goal created.
  • Regular contact is had through comments made on reflections and discussions are included as part of the monthly visit.
  • Professional readings and professional development can be source to support the further development. Reflections on these will be part of the reflections towards achievement of the goal.
  • These discussions are written up as part of the Visiting Teachers visit notes

 

Life Qualified Educators:

  • Two options for the Educators:
    1. Daily diary
    2. My Portfoilo on Educa
  • Educators will choose one of these platforms to record regular reflections on their practice.
  • Visiting Teachers will provide readings, quotes etc to encourage thought on how things works in their practice.
  • Visiting Teachers will link these to the Teaching Criteria.
  • Discussion is had with their Visiting Teacher around what is currently happening, what is working and not, passions and interests.
  • Goals are developed and actions towards achieving the goal created.
  • Regular contact is had through comments made on reflections and discussions are included as part of the monthly visit.
  • Professional readings and professional development can be source to support the further development. Reflections on these will be part of the reflections towards achievement of the goal.
  • These discussions are written up as part of the Visiting Teachers visit notes

Rationale:

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.

 

Aim:

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.

 

Guidelines:

  • 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.

 

Rationale:

Childsplay Homebased Education Service is inclusive of all children.

 

Purpose:

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

 

Guidelines;

  • 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