Create and maintain supportive learning environments 

4.3 Manage challenging behaviour

Demonstrate knowledge of practical approaches to manage challenging behaviour.

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In Kindergarten Gold, we try to re-direct challenging behaviour and allow the children to have thinking time to explore how they are feeling about a certain situation and how their behaviour can change if the situation arises again. 

The steps we follow are: 

• Student is given a warning count of 1, 2 and then 3

• If the verbal warning is clear enough for the student is discontinue the behaviour, they are allowed to continue to play. 

• If the student continues to make a choice that is hurting other children or putting themselves or others in danger, they will be aske to move away from the area and sit in a quiet area to think about their actions. It is explained to them whey they are sitting there and for how long they will sit there. 

• After the time is up, they will be reminded of why they were sitting in thinking time and a discussion will take place as to what they could do next time. 

• Parents are informed if the child has has thinking time and it is documented on SEQTA. 

 

In one instance, a child was constantly in other students spaces (too close to their faces and physically grabbing/pulling), a whole class discussion took place regrading our 'personal space'.  The book "My Very Own Space" was read to the class so that the child was not singled out but so that all children could be aware of why we need to give each other space when playing and learning. 

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