NQS 5.1 Relationships between educators and children - Respectful and equitable relationships are maintained with each child.
NQS 5.2 Relationships between children - Each child is supported to build and maintain sensitive and responsive relationships.
... after a meeting with a representative from the Department of Education- Melissa Taylor-Hansford from the inclusion department- we discovered that there were some gaps within our behaviour management strategy/policy with regards to how we support positive behaviour.
The use of 1,2,3 magic that was in place from previous leadership team is not respectful to children and Melissa suggested the implementation of a needs-driven approach, which highlights inclusivity and a more empathetic and respectful way of dealing with behaviours .
We seek to create a new behaviour management strategy that promotes inclusivity, and a more positive and proactive approach to managing behaviour.
22/02/2024
Educators take a consistent approach to behaviour management that is positive and inclusive of all children. All educators have an understanding of the importance and benefits of a positive and proactive approach to managing behaviour with young children.
Observe in practice:
Educators use emotional coaching throughout the day, to educate children on other's and their own emotions, instilling a sense of empathy and compassion.
Educators take a calm and consistent approach to difficult behaviours, that is respectful of children's dignity and rights.
Children are aware of the behaviour management process as it has been clearly communicated and consistently followed through.
Educators clearly communicate with the children regarding expectations, boundaries and their rights.
Sight Documentation:
Reflections regarding behaviour include personal reflections and team reflections informed by theory.
Educators program learning opportunities that focus on classroom expectations.
Educators complete professional development relating to behaviour, specifically training in Phoenix Cups
New approach to behaviour management is updated and included within the service policy
Educational Leader - Sinead Leong
Room Leaders:
Tessa – Koalas
Esther – Possums
Renee – Wombats
Jess – Emus
Sarah - Kangaroos
ECT completed research around behaviour guidance, driven behaviour and strategies.
After completing the research, we found third-party training, "Phoenix Cups" which encompasses the positive and needs-driven behaviour strategy that we wanted to achieve within our service. This has been booked as training and professional development for all our staff members in July 2023.
Staff meeting with the whole team. Bek and Sarah discussed with the team about our behaviour guidance approach. The approach being used wasn't best practice, so after some research and reflection, the leadership team revised the approach and created a new base plan to support educators when managing children's behaviours.
This will be continuously revisited and reviewed until we come up with a comprehensive and positive behaviour approach that suits our centre.
Evidence: Meeting Minutes and PowerPoint
The whole team completed a face-to-face professional development training with Phoenix Cups. The training focuses on supporting educators to unpack children's behaviour, foster social and emotional learning, and implement the Phoenix Cups® Framework.
After a rich night of involvement and discussions with the Phoenix Cups mentor and facilitator, she suggested that we create a long-term plan to build a new plan for our centre approach to behaviour guidance, that will be implemented across the service, building educators’ capabilities to support children and create a positive, well established and embedded plan.
First contact with Inclusion Support Professional.pdfWe contacted our Inclusion Support Professional (KU’s) to start working on an Innovative Solutions Project. Our ECT who is also our Behaviour and Inclusion Champion will be driving this project.
Evidence: Inclusion Support Professional Contact
Our two Kindergarten ECT’s attended the Phoenix Cups Conference “Supporting children's social & emotional wellbeing”.
Our Behaviour and Inclusion Champion has been working alongside our Inclusion Support Professional and developing an effective plan of professional development to drive positive change, to help educators understand children's behaviour and implement a life changing framework to build relationships, and foster educational environments where everyone can thrive.
Numerous meetings happened throughout this time where both discussed strategies and aspects of how to support children’s inclusion and behaviour guidance.
Evidence: Development of Plan
Project Plan was finalised, and application was submitted through the portal.
Evidence: Project Plan and Application
Leadership Team and Phoenix Support for Educators put a calendar in place for the execution of our plan.
Evidence: Phoenix Support for Educators Professional Development
On Thursday the 2nd of May all educators engaged in a 3 hour training session as part of our Phoenix Support workshop. This marks the beginning of our behavior guidance journey.
We engaged in a professional conversation night with Tara, our leadership team and lead educators. During this mentoring night, we shared ideas, challenges and successes that we have been observing throughout this journey. We also learned about hyper arousal, optimal and hypo arousal, how we feel during these moments and how to recognize those feelings and behaviours from the children.
We had our final workshop with Tara as whole team. During this workshop, we reflected and self-assessed ourselves, our goals and the tools we need to achieve them. We also reflected on our whole journey, our progress and next steps.
Evidence: Behaviour Toolkit Workshop
Coaching and mentoring sessions happened throughout the 2-month period, with a mentor from Phoenix Support spending time in rooms, observing, giving feedback and discussing with the educators on the spot. At the end of each session, the mentor would have a a meeting with the leadership team to catch up on what happened during that session.
Evidence: Coaching and Mentoring Sessions
After two months of Professional Development that included of a lot of discussion, brainstorming, reflection, support and hard work, we completed our Innovative Solutions plan.
Evidence: Innovative Solutions Project Outcomes
Upon concluding our engagement and training with Phoenix Cups, educators feel well-prepared to support children's needs and development. While many educators have recognized that shifting their perspectives on children's behaviour presents challenges, they are progressing with the insights gained over the eight weeks, supported by their colleagues.
We have observed a positive shift in attitudes towards both personal and collective well-being, leading to increased tolerance and understanding of children's behaviour. The deeper understanding of Positive Psychology and child development has enhanced educators' mindfulness in supporting children within their environments.
The Educational Leader, 2IC, and Director continue to provide guidance on implementing connection and cup-filling plans. Additionally, the training has highlighted an underlying issue related to educator burnout, which may also influence children's behaviour. This insight has impacted our Quality Improvement Plan (QIP), prompting us to set a new goal focused on 'Time', guided by the 'Slow Pedagogy Framework'. This goal addresses educators' reflections on job-related pressures that have hindered their ability to build deeper connections with children, thereby supporting the Phoenix Cups framework more effectively.
As a service, we are embarking on a new phase of critical reflection, building on the foundational knowledge from Phoenix Cups to continue informing our QIP and future reflections.