Why
To prevent abuse of any child by staff, volunteers or other childrenWhat it means
)
The behaviours in the shaded box are examples ofabuse, or abusive behaviours
)
The operator must not abuse any child, and mustnot allow any staff member, volunteer or child to abuse a child; the operator must not tolerate any: • physical punishment such as hitting, pinching,
pushing, shaking or squeezing, • verbal abuse such as yelling,
• emotional abuse such as name calling or being told, “You’re stupid,”
• withholding of a physical necessity such as food, water, or clean clothing
)
Disagreements between children are usually notabusive – they simply reflect immaturity and the lack of skills to resolve disagreements without yelling, pushing, etc These situations need to be seen as “teachable moments” to help children learn to deal with disagreements and frustration in an appropriate way
)
Abuse of a child by another child or children isalso known as bullying Bullying is behaviour that happens over and over, on purpose, and is meant to hurt the targeted victim There are many forms of bullying – physical, verbal, social, cyber, racial, sexual Both the targeted victim and the bully need help, such as from a counsellor, to work through their feelings and reasons for behaving the way they do
Related regulations
Ù
10(2): Anyone working in a child care facility whosuspects child abuse must report it to a Child Protection Worker
How to…
3
Set clear expectations for the way you want staff and volunteers to treat children, as per Regulation 23(1)3
Set clear expectations for the way you want childrento treat each other, as per Regulation 23(3)
3
Set clear expectations for staff and volunteers thatabusive behaviours will not be tolerated
3
Establish procedures for dealing with staff orvolunteers who abuse a child, such as: • dismiss any staff member or volunteer who
uses physical punishment, or who verbally or emotionally abuses a child, or withholds any physical necessity,
• report the incident to a Child Protection Worker who will determine what additional follow-up is required,
• explain the incident to parents and without naming names assure them that the situation is being addressed and won’t happen again
Under s t anding t he Child Day Car e Regulations
104
Meeting the Challenge: Effective Strategies
for Challenging Behaviours in Early Childhood Environments
Order from www cccf-fcsge ca > e-Store
Section Resources
Physical Punishment – It’s Harmful
and It Doesn’t Work R8-19 Fear and Loathing: A Guide
to Bullying Behaviour R8-20 Bullying R8-21
regulation 23(4) Unacceptable behaviour by staff, Volunteers or Children seCtion 8 behaVioUr PoliCies and eXPeCtations
3
As soon as possible, inform the Regional Consultantof any abuse of a child by a staff person or volunteer so that the Consultant:
• is aware of the situation and your actions, • can provide support, information or other help,
and
• is not taken by surprise with a phone call from social services or an upset parent
3
Establish procedures for dealing with a child orchildren who abuse (or bully) another child
3
Remember that some behaviours, such as hitting achild, are abuse when committed by an adult, but they are not usually abuse when committed by a child They are part of growing up, learning how to behave and deal with emotions such as anger in an appropriate manner
3
Understand that if a child is being bullied both the victim and the aggressor need help3
Ask a Child Protection Worker or mental healthworker to talk to staff about how to recognize and respond to abuse of a child by another child
#69
R
aising young children’s awareness, understanding and acceptance of diversity starts with exposure. The children and families participating in child care settings are an excellent reflection of the multicultural make-up of Canadian society. By involving children and families in recognizing and celebrating their heritage and identity, we can foster appreciation of the diversity of our world.Direct contact, food, pictures, implements, music, customs, and clothing can all reflect diversity.
The key is to integrate this exposure rather than highlight it. For example, child care environments and resources can be set up to include diversity within everyday routines and learning activities, allowing all children to feel some
familiarity and experience exposure to diversity within the environment. Celebrating different cultures’ special occasions provides opportunities for exposure, but focusing on a specific culture or only showing its “exotic” aspects sets apart this culture and the children who identify with it. Children’s awareness of their own everyday and special occasions cultural practices develops a strong sense of identity and self-esteem.
Self-esteem enhances children’s abilities to understand and appreciate the cultures of their friends.
explaining to them how and why things are done in a particular way telling stories about when the adults in the family were young reading and singing to them in the home language
taking them to cultural events in the community
talking to family members to find out what is important to them for their child’s care and learning
adding materials and activities to the program based on information from families and which reflect the various cultures within the community. Books, posters and play materials reflecting the diversity of cultural and ethnic backgrounds contribute to a welcoming and inclusive environment.
learning and teaching words for greetings and goodbyes in various languages. Validating home language is an important part of respecting culture. Exposure Identity
Family members can help their children recognize and appreciate the home culture(s) and traditions by...
Caregivers can show that they value each child’s home culture by...