Supporting Children’s Behaviour Through Connection, Consistency and Care

At Skippy’s Early Learning, we understand that children’s behaviour is a form of communication.  In the early years, children are still learning how to manage big emotions, share spaces with others, solve problems, use safe words, and keep their bodies safe.

This is why our approach to children’s behaviour is based on positive guidance, calm support and strong relationships.

Whether your child attends early childhood education and care at our Frenchville (Rockhampton), Gracemere or Yeppoon campus, our goal is always the same: to help every child feel safe, supported, included and ready to learn.

Behaviour is learning

Just like children learn to walk, talk, count and write, they also need time and support to learn how to regulate their emotions and behaviour.

Sometimes behaviour may be telling us:

“I am tired.”

“I am overwhelmed.”

“I need help.”

“I don’t know how to solve this yet.”

“I am still learning what is expected of me.”

“I am hungry.”

Our educators respond by helping children understand what they are feeling, what is safe, and what they can do next.

Why educators use positive guidance

Early childhood educators are guided by the National Quality Framework, the National Quality Standard and the Education and Care Services National Regulations.

This means our educators support children’s behaviour in ways that protect their dignity, rights, safety and wellbeing.

At Skippy’s, we do not use yelling, threats, fear, shame or punishment-based approaches.  Instead, our educators use calm and consistent strategies such as:

• getting down to the child’s level

• naming feelings

• setting clear and safe limits

• redirecting children to safer choices

• helping children repair relationships

• supporting children to calm their bodies

• modelling kind words and safe actions

• teaching children what to do next time

This does not mean children are allowed to do whatever they want.  It means behaviour is taught in a respectful, consistent and supportive way.

Different environments, different expectations

We understand that every family is different, and children may experience different expectations at home, in the community and in early childhood settings.

This can sometimes be confusing for children.

For example, a child may be used to adults responding to behaviour in one way at home, while educators are required to respond differently in an early learning or childcare environment.

This is why consistency between home and care is so important.  When families and educators work together, children are more likely to feel secure, understand expectations and develop positive behaviour skills over time.

Keeping everyone safe

Our educators have a responsibility to support each individual child, while also keeping the whole group safe.

There may be times when a child becomes very dysregulated and is unable to safely participate in the program, even with educator support.

This may include ongoing behaviours such as:

• hitting, kicking or biting

• throwing toys or furniture

• swearing or using unsafe language towards others

• climbing or jumping from unsafe areas

• running away from educators

• hurting others or themselves

• encouraging other children to join unsafe behaviour

When this happens, educators will continue to use calm, supportive strategies.  However, if a child’s behaviour creates an ongoing safety concern or significantly impacts the learning and wellbeing of the group, families may be contacted to collect their child.

This is not a punishment.

It is a safety and wellbeing response used when a child needs time away from the group environment to rest, reset and reconnect with their family.

Working together with families

Children do best when the important adults in their lives work together.

If your child is having ongoing difficulty with behaviour, emotions or safe participation, our team will work with you to develop consistent support strategies.

This may include:

• regular conversations with educators

• identifying triggers or challenging times of day

• calming strategies

• visual supports

• social stories

• individual behaviour support planning

• support from external professionals, where appropriate

• celebrating progress, no matter how small

At Skippy’s Early Learning, we are proud to support children across our childcare communities through play-based learning, early education and care, and nurturing relationships.

We believe every child can learn, grow and thrive when they are surrounded by calm, caring and consistent adults.

Together, we can help children build the skills they need for friendship, learning, emotional resilience and a positive start in life.

While we do everything we reasonably can to support each child to develop emotional regulation, social skills and safe participation, we also acknowledge that long day care environments can be challenging for some children at different stages of their development.

At times, where there are ongoing concerns for the emotional or physical safety of the child, other children or educators, we may need to work with families to consider additional support, modified attendance, or temporary time away from the service.  These decisions are always made with care, communication and the safety and wellbeing of everyone in mind.