Guiding Children’s Behaviour
To thrive we need to feel safe – safe physically, emotionally and psychologically. At Highfields we consider the provision of a safe and secure environment for children, teachers and families as a non-negotiable cornerstone of our practice. From the first days in the Preschool we have systems and strategies in place to create a sense of security and belonging. Families are encouraged to partner with teachers as children
settle into new routines. Warm, consistent caregiving from our team ensures children quickly learn that their teachers are trustworthy, kind and available to them.
For our community of learners to thrive not just as individuals but as a group, we provide children with clear and high expectations of what it means to be a Highfielder. The children partner with the teachers at the beginning of each year to agree on what’s ok and not ok in relation to how we treat each other, ensuring group commitment to behavioural expectations. In this way are school rules are designed and evolve from the children themselves. Instead of imposing the rules on the children, the children agree on the rules together. History has taught us that including the children in this process is much more powerful a deterrent to negative behaviours.
At Highfields, we intentionally model the sorts of behaviours we wish to see the children display. For example, if we expect children to speak respectfully and treat others with dignity, then we too must live up to that standard. Our hopes for how children will relate to others and approach school life are the lens through which we examine our own behaviour and practice.
Finally, we all make mistakes. It’s a part of life that we can’t ignore or avoid! At Highfields, our mistakes, as well as our successes provide fertile ground for learning. When things go wrong, which they inevitably do, teachers are quick to come alongside children to support their growing skills at repairing relationships, saying sorry and thinking through what happened. Children are encouraged to work through challenges with the support of engaged adults, as they take responsibility for their actions and consider the impact of their behaviour on those around them. Children are responded to positively and consistently, no matter what the situation. Finding ways to bounce back when things get them down is an embedded aspect of the learning program, supporting the children to build skills for resilience and establish ways of relating and responding that support their wellbeing and growing positive sense of self.
When things do go wrong we are always quick to get in touch with parents to support children to bounce back from any difficulties they may face.