Policies

• COLLECTION OF CHILDREN - late pickup
• BEHAVIOUR POLICY
• NAPPY CHANGE POLICY
• SUN PROTECTIOIN POLICY
• OPEN DOOR POLICY
• HEADLICE POLICY
• PARTNERSHIP WITH FAMILIES POLICY

COLLECTION OF CHILDREN - late pickup

• Children will only be released to those persons authorised by the enrolling Parent/Caregiver on the enrolment form. Parents/Caregivers are required to keep these authorised emergency contact /pick-up persons up-to-date.

1. Should there be a need for someone other than these persons to pick up the child, the Centre requires a written authority from Parents/Caregivers.

2. When this person arrives at the centre, identification in the form of a photo license, passport, or similar photo ID must be shown to confirm identity.

• Parents/Caregivers are required to provide current information on Court and other Legal Orders pertaining to their child, changes in family situations which may affect release of children to certain persons and any other relevant information to ensure staff and administration are aware of all facts relevant to the children in our care.

• In the case of Residential and Non-Residential Parents/Caregivers: The Centre is able to, and required to, release a child to either parent without legal orders. The Centre will notify a Residential Parent if a Non-Residential Parent arrives unexpectedly to pick up their child.

 

LATE FEES:

Our licensed hours are from 6.30am to 6.30pm. Staff are only able to care for your child between these hours. We are required to have two staff members present on the premises while children are present. After 6.30pm our staff are doing overtime for their shift and their wages are quite significant. Therefore the following late fees will be charged for any late pick up: -

• $20 will be charged for the first 10 minutes

• $20 will be charged for every 5 minutes after that (until 7pm)

• $10 will be charged for every minute after 7pm

If our staff cannot contact yourself, or any of your authorised pick-ups, after 7pm, staff will call the police and DOCS and await further instructions from these authorities.

Placement will be cancelled if late pick up occurs on more than two occasions.

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BEHAVIOUR POLICY

To have a Centre policy regarding behaviour guidance that encourages children to co-operate, enhance their self-esteem and their ability to interact with others.

Discipline needs to help children know what to do instead of what not to do. When a child is
re-directed, stopped or reproved we should explain why, this will assist children to make judgements about what the child can and cannot do. Limits and instructions given without explanation keep a child dependent on other people for information about what to do.

Therefore the Centre's aim is to foster behaviour management based on control of self and an understanding and appreciation of other people's needs, rights and feelings. It is important when disciplining children, to be conscious of the child's developmental level. Self-discipline can only be achieved if the children are aware of the limits within the centre and in turn these need to be consistently reinforced by each staff member.

IMPLEMENTATION:

BEHAVIOUR GUIDANCE AND INFANTS:

Discipline starts at birth, along with other teaching and learning. It begins with meeting infants' needs. A start for a child fosters a much greater capacity in the child to give, wait and share. What infants need when they start moving and exploring their environment are:

• Carers who are ready to distract, guide, re-direct attention and interest, and remove temptation.
• Carers who give lots of attention when infants are happy, talkative, playful as well as when they are crying.

Carers need to be sensitive to infants' limitations, changing the situations according to their needs. It is important that the number of situations in which caregivers have to say "no" is minimised through the restructuring of the environment.

Instead of saying, "Don't throw sand", we can say, "the sand belongs in the sandpit."

The tone of the carer's voice and the manner in which it is directed should alert the child to any transgression.

A watchful eye should be used at all times to prevent any situations between infants.

BEHAVIOUR GUIDANCE AND TODDLERS:

Before looking at disciplining toddlers we need to look at several characteristics that influence their interaction with other people.

Lack of understanding- Toddlers do hurtful things to other children when playing and exploring, without understanding that they may hurt. Their primary object is to explore the world as they are in the process of learning that their actions have a cause and effect. This may mean that they push a child with the intention of seeing the effect of their action without an understanding of the hurt they are causing.

Good intentions, bad execution- Toddlers do terrible things with good intentions, eg. A two year old gives a toy to a crying baby by dropping it on his head. Toddlers first expression of interest in one another is through hands-on experience- poking, jabbing, pulling. What toddlers need is not to be stopped from interacting with the child but shown how to do it gently.

Lack of self control- It is characteristic for under 3's to lack willpower or self control (they simply can't stop themselves). Many acts that are labelled aggressive or impulsive are due to the child's inability to inhibit or stop.

WHAT TO DO:

We should not force the children to share, play together or co-operate. We can avoid conflict by distracting them from the situation or giving them another toy to play with. In addition, carers need to model sharing behaviours with each child during play or at routine times. In this way, toddlers gain positive experiences in sharing, playing next to and working with another person. Disapproval of behaviour should come through the carer's tone of voice and manner. This should be kept for situations that really matter, eg. Biting, hurting someone- not necessarily taking things from other children.

It is important to remember that hurting another child can be very frightening for the child who has done the hurting. The child may need comforting as well as the victim.

BITING:

Reasons for biting and ways of dealing with it differ with under 3's and over 3's. Over 3's usually have more understanding of how hurtful and disapproved of biting is, and they should be able to control their urges to bite. Under 3's may bite because:
• They are teething
• They may bite impulsively
• They may have been bitten by older children and are passing on the same behaviour
• They may bite because something happens
• Frustration may be expressed through biting.

A good way to stop biting is to be there to prevent it as much as possible. By setting up an appropriate environment that encourages both the sharing of toys as well as individual experience, frustration will be reduced. Distraction is another useful preventative tool to utilise. Consistent reactions of disapproval to biting are important. Manner and tone of voice should convey the severity of what has been done.

Children should never be bitten back!

It is a normal part of development of under 3's to snatch, push, bite, hit.

BEHAVIOUR GUIDANCE AND 3-5 YEAR OLDS:

DEVELOPMENTAL LEVELS OVER 3'S:
• Know more about appropriate ways of behaving
• Have more self control
• Are fairly skilled in the use of language
• Can understand language well
• Are less egocentric than younger children

Some Causes of Behaviours

• Anger and frustration-annoyed at not meeting others expectations
• Tiredness- when they are tired they are easily irritated
• Excitement- some children lose control when over excited
• Jealousy- hurting others may be an expression of jealousy towards another
• Social clumsiness- some children do not have the social skills to initiate social interactions
• High activity level- some very active, energetic children cannot seem to channel their activity constructively.

What to do

Each case should be considered with regard to the probable cause of behaviour.

1. Acknowledge and accept the child's feelings of anger, frustration or jealousy, even when you think the reaction is completely out of proportion to the cause.

The feelings should be distinguished from what the child does about the feelings. Talk about feelings and encourage the child to talk about them also. There is nothing wrong with feeling so angry with someone that you want to hit him/her. What is not acceptable is actually hitting. Encourage them to use their words and tell people what they want.

2. Provide a balance of quiet activities and vigorous ones.

3. Comfort the child who has hurt as well as the one who has been hurt.

4. Keep the child who is disruptive occupied.

Keeping these points in mind, limits are to be reinforced within the Centre through "time with".

• Time with means that when a child's behaviour is unacceptable, the child is moved from an area for a short period of time i.e 1 minute per year and stays with a staff member. This is a calm-down time for the child, not a punishment. A staff member will talk through the situation and help the child to find alternative solutions to the one which caused enough concern for the child to be removed from the particular area.

• After this period of time has lapsed- the staff member asks the child if he/she can play appropriately, the child then rejoins the activity.

• Teach children the skills of negotiation. Model for children how to ask for what they want, eg if another child won't share, then show the child how to negotiate for it eg "Can I have it when you're finished, please?"

• If a child won't share a toy or activity which another child has been waiting for, remind the child that others have been waiting and they would like a turn too.

SWEARING:

In the case of an under 3 swearing- ignore the situation and walk away, redirect the child's language and change the subject.

In the case of 3-5 year old's swearing- assess the situation, reason why they have sworn and talk it through with the child reinforcing that these words are not used in the Centre.

If swearing is an ongoing problem with a particular child, talk to the child's parents about the matter.

BEHAVIOUR MANAGEMENT AND EXCLUSION:

The Centre reserves the right to terminate the placement of any child whose behaviour continually disrupts the well-being and/or the safety of children, staff and visitors to the centre.

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NAPPY CHANGE POLICY

Kids Korner will minimise the spread and risk of infectious disease between children, other children and the centre staff by ensuring changing and disposal of nappies is conducted in an efficient way according to the procedures set out from "Staying Healthy in Childcare" 4th edition.

STRATEGIES:

• Nappies will only be changed in the designated nappy change areas where facilities have been provided for this specific purpose.

• Staff will regularly check all supplies required for the procedures are available and ready.

• Staff will only use the benches and mats provided for this purpose.

• Staff will wear gloves and use the handwashing and drying facilities after each nappy change for themselves and children.

• Staff will ensure walking children walk to change area and use steps provided for the child to access the change area.

• Staff will regularly change children's nappies and immediately if soiled using disposable nappies.

• Staff will ensure the nappy change area is thoroughly cleaned after each change.

• Staff will dispose of the soiled nappy in the designated nappy bin and discard this regularly.

• All nappies, gloves, wipes, paper -toweling, soiled clothing or nappies will be inaccessable to children at all times.

• Staff who change nappies will not be involved in food preparation.

By following the nappy change procedures correctly staff will be reducing the spread of disease . A copy of nappy change procedures is displayed above the nappy change area for reference by staff in all relevant rooms.

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SUN PROTECTIOIN POLICY

The purpose of this policy is to ensure all children attending our centre are protected from skin damage caused by harmful ultraviolet rays of the sun.

1. As part of general skin protection strategies:

1.1 Children will wear hats which protect the face, neck and ears when outside. A "No hat, play in the shade" requirement will be implemented as part of this policy.

1.2 Outdoor activities will be held in shaded areas whenever possible.

1.3 Outdoor activities will take place before 10.00am (11.00am daylight savings time) and after 2.00pm (3.00pm DST) during summer time.

1.4 The centre will incorporate sun and skin protection awareness activities to educate and reinforce the importance of healthy sun protection habits in the program. Additional information relevant to this will be available in the centre foyer and posters throughout the centre will also reinforce appropriate sun protection clothing and procedures.

1.5 The centre will provide sunscreen to be applied to children each morning and afternoon before they play outdoors. Parents / caregivers are requested to apply sunscreen as part of the morning routine to encourage family support and modelling of sun safe strategies.

1.6 Sunscreen will not be applied to children under 12 months of age. Staff will ensure these infants are not exposed to the sun during outside play.

2. Staff will:

2.1 Be expected to practise skin-protective behaviour such as wearing protective hats. Sunscreen will be provided for staff use. It is recommended that staff apply sunscreen.

2.2 Staff are responsible for preventing and reducing the risks from excess sun exposure whilst children are in their care.

3. When enrolling a child, parents/carers will be:

3.1 Informed of the Sun Protection Policy.

3.2 Requested to provide:
*a hat (broad-brimmed or purchase a centre hat ) for use in all outdoor activities.
*shirts and tops with collars and sleeves made of closely woven natural fibres.

3.3 Encouraged to practise skin-protective behaviour themselves as positive role models for children.

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OPEN DOOR POLICY

OUR CENTRE HAS AN OPEN DOOR POLICY
AS FOLLOWS:

O -Our Centre is open at all times for parental inspection.

P -Please come to see how we help your child's development.

E -Entry by you any time is your guarantee of the continuing quality of our working practices and protection for staff and management's reputation.

N -Never use a service where you are not welcome.

 

 

D -Don't hesitate to visit us.

O -Our Centre is proud of the quality of the care we provide.

O -Our staff are qualified, trained, experienced and talented.

R -Rather than take our word for this --

S -See for yourself!!

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HEADLICE POLICY

Headlice may infest people of any socio-economic position, age or sex. In fact, they may prefer clean hair. The closeness of children in childcare centres increases the potential for spreading the insect.

AIM:
To put into place policy and procedures that will prevent or control headlice infestation within the centre.

INFORMATION:
The head louse starts as a small egg about the size of a grain of salt that the female louse glues to the base of the hair shaft. Most often these eggs (nits) are found in the hair behind the ears, at the back of the neck, or around the crown and under the fringe. The eggs hatch in 7 - 10 days. They mature into an adult louse, which is a wingless insect 2 - 3 mm long with a flat body and six legs. The adult louse is capable of laying eggs after 6-10 days.

Head lice generally cause itching behind the ears and at the back of the neck. They are spread by direct contact with the scalp of an infested person, or by contact with personal items (such as combs, brushes, hats, scarves, shirts, sheets, pillows and bedding, upholstered furniture, etc.)

Headlice are infectious as long as the eggs or lice are alive. Live eggs are glued to the hair shaft and must be removed to break the cycle. Headlice can only survive on the human head as they must feed every 6-24hours or they dehydrate and die.

RESPONSIBILITIES OF STAFF AND FAMILIES:
• Report the infestation to the Director
• Be aware that children are likely to have close contact with each other. This will provide the opportunity for headlice to be transferred from head to head. Direct contact is the most significant transference of headlice.
• Examine the heads of children who scratch their heads a lot. Look for eggs (nits) or lice near the scalp. Eggs that are more than 12 mm out from the base of the scalp are dead or are empty egg casings. If live eggs are present, so are lice. Proper treatment will be necessary.
• Advise the parent to keep the child away from other children for the period of exclusion which is: until after appropriate treatment has commenced.
• The Centre will obtain permission to check all children's heads when there is a confirmed or suspected case of headlice to protect all children, their families and staff from the threat of infestation.

PROCEDURE:
• Exclude a confirmed or suspected case from the Centre. Identification of an individual child with headlice is usually a marker of headlice in a much larger group and a group approach, rather than an individual approach is needed
• Re-admit the child the day after appropriate treatment has started. Dead eggs may still be present, but the child is no longer infested and nits need not be removed.
• Inspect close contacts regularly for signs of infestation.
• Headlice move away quickly as the hair is parted. Eggs will be easier to see, as they will be firmly attached to the hair. A good light and a magnifying lens will help find and identify lice.
• Educate the children, staff and families about headlice and why personal items (like hats) should not be shared.
• Launder bedding in hot water at a minimum of 60oC- both at the Centre and in the home.
• Drying clothes in a hot clothes dryer is also an effective way of killing Lice.
• Place all items that cannot be washed or placed in a clothes dryer in a plastic bag for 3 - 4 days.
• Vacuum or gently iron carpet and furniture. Do not spray them with insecticide.
• Wash and clean combs and brushes with detergent and very hot water
• The Centre will have available current literature relevant to the treatment of and description of headlice available for staff and families to support them.

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PARTNERSHIP WITH FAMILIES POLICY

The staff of Kids Korner Tuggerah establish and maintain partnerships with the Parents and Families of all the children who attend the service.

BACKGROUND:
Parents and other members of the child's family are important members of the Centre community. Not only are they welcomed and invited to become involved, but also most importantly they are collaborators with the staff and the children in the daily experiences made for the children.

The family is the most powerful influence on children's learning and development, therefore it is crucial that children's experience in their family and the family's perspective on the child are taken into account and that the staff operate in partnership with parents on behalf of their child.

The most significant contribution that Centre staff can make to a child's life is to enhance parent's understanding and appreciation of their child, increase their confidence in carrying out the challenging and enormously complex role of being a parent, and ensure that they understand that they are the most important people in their child's life.

Staff at Kids Korner appreciate that there are levels of the parenting role that cannot and should not be delegated to anyone else, yet the use of a children's service can be likened to sharing parenting and sharing the experiences of each child's early years.

NSW Curriculum Framework for Children's Services- The Practice of Relationships. Pp. 79-88.

STRATEGIES:
Kids Korner staff will endeavour to work with families in the following ways to ensure that partnerships with families are maintained in the best interests of the children at the centre:

• Staff will communicate with parents as frequently as possible to ensure that the needs of the families are being met.

• Families will have opportunities to contribute to the daily experiences of the centre through feedback on daily diaries, evaluation sheets, reports and children's observations.

• Each room has a communication book between parents and staff to communicate any concerns or important information between home and the centre.

• Parents are regularly encouraged to participate in the centre programmes through newsletters and parent surveys.

• The centre regularly holds days which encourage family participation eg. Grandparents picnic day, Easter hat parade, Christmas concert.

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