Positive Social Interaction

Experiencing positive relationships in early childhood also has significant long term impacts on physical and mental health, and success in school and beyond. How Does Learning Happen provides information on ways adults can engage in positive, responsive interactions and why this is critical for children’s overall learning, development, health and well-being.

In accordance with Child Care and Early Years Act, Kids Come First will support positive interactions between children, families, staff and the community, rather than “managing” a child’s behaviour. Research has shown that children who attend programs where they experience warm, supportive relationships are happier, less anxious and more motivated to learn than those who do not.(HDLH, pg 11) Further, by responding positively to children’s cues and engaging in reciprocal interactions with them, we are supporting the development of secure relationships. Experiencing positive relationships in early childhood also has significant long-term impacts on physical and mental health, and academic success and beyond.

In using a positive approach to guide children, Educators will use the following methods in their interactions with children in order to establish and maintain positive interactions:

• Engaging in practices that support a respectful environment for all.
• Greeting each child and say goodbye to each child by name, every day.
• Positive role-modeling by demonstrating appropriate ways of interacting with all adults and children.
• Modeling behaviours that we want children to have.
• Using calm voices and making eye contact when talking to children.
• Recognizing that each child is unique, and responding to individual differences in interests, learning styles and abilities.
• Encouraging each child to make choices.
• Promoting each child’s independence.
• Promoting “a cooperative approach to problem solving” and “using positive reinforcement to encourage appropriate behaviour.”
• Taking into account the age and development of individual children, teach children how to show respect for other children, adults and the environment, and how to solve problems cooperatively. 
• Promote a respectful environment for children.
• Using a cooperative approach to problem solving.
• Using positive reinforcement to encourage appropriate behaviour.
• Providing logical consequences for behaviour.
• Providing consistent messaging to children.
• Speaking at children’s level.
• Providing opportunities for self-regulation by outlining appropriate choices for children and supporting a child’s ability to gain control.

Our Educators will encourage an atmosphere where a child should feel a sense of belonging among children, adults and the world around them. Rather than reprimanding children for undesirable behaviours, Educators will assist the child in finding new ways to achieve their goals. Examples of positive support include: looking for the root cause of behavior, reduce stressors, support children’s efforts to initiate and join in play with others, acknowledge that each child is competent, curious and rich in potential, notice, acknowledge and document positive interactions and attempts at self-regulation, and share this information with the child and family to gain insight.