Policy

Cuan Bhríde Childcare Centre promotes positive, meaningful interactions with children, teachers, and families. CBCC promotes a supportive climate in which adults and children are partners throughout the day. While children are at CBCC, they will experience peer interactions, interactions with adult, and witness interactions between other people. These interactions will be based on mutual respect, equal partnership, and sensitivity.

Procedure

Peer interaction

1. Teachers will plan the daily routine so that there are many opportunities for children to engage with other children.

2. Teachers will encourage children to interact with other children in ways that are developmentally appropriate.

3. Teachers will endeavor to promote children’s independence.

4. Teachers will find opportunities to refer children to older or a more able peer for help.

5. Teachers will look for and support children’s spontaneous co-operative efforts

6. Teachers will ensure that each child is heard while participating in large group activities.

7. Teachers will acknowledge and encourage children to express their feelings when a disagreement has occurred.

8. Teachers will follow the 6 Steps of Conflict Resolution when problem solving with and between children. (Please refer to Supporting Behaviour Policy)

Adult and child interactions

1. Teachers will always ensure that care and education will both be a priority, and also be promoted to the children, together.

2. Teachers will be responsive to and involved with the children by showing attention to their interests, needs, concerns and requests. Some examples are:

   1. Answering a child’s question

   2. Listening to a child when she/he want to say something

   3. Comforting a child who is hurt or crying

   4. Paying attention when a child shows what she/he has created

   5. Showing concern and following through when a child says he/she is feeling sick

   6. Ending a group activity when it is clear that children are not interested

   7. Intervening when children fight and co-operating with them to solve the problem.

   8. Providing what children need when they are tired, hungry, or need to use the toilet

   9. Helping a child deal with fears, anger, or disappointment

   10. Comforting a child who is upset, hurt, crying or embarrassed

3. Teachers will respect children as they would like to be respected themselves. This is done by:

   1. Responding to children’s feelings in a way that shows acceptance

   2. Considering children’s ideas

   3. Using polite words and actions with children

   4. Guide, rather than ‘boss’ children

   5. Share with the children

   6. Show patience and support

   7. Appreciate each child for who they are, without comparing to others or emphasizing what is negative

4. Teachers will look for natural openings in children’s play and join in at their level.

5. Teachers will talk to children, asking them open-ended questions about the activities they are doing.

6. Teachers will encourage children to problem solve.

7. Teachers will use formal and informal opportunities to engage with children, such as greeting children, during care routines, one-to-one interactions, small or large group activities, incidental conversations, and games.

Adult and adult interactions

1. Staff will always model respect and demonstrate positive verbal and non-verbal interactions between each other, as well as other adults within the centre. This can be done by showing co-operation, helping each other, turn-taking, showing kindness, and problem solving.

Approved 16 January 2019