At BBE we provide a safe, caring, learning environment for children, staff and families. We believe in the equality of people and respect diversity.

The following people are expected to behave in a respectful manner and comply with the policies in this manual:

• Management and all staff members
• Children
• Parents or guardians of children enrolled
• Volunteers including Board of Directors, practicum students, and all others involved with our centre

 
Be Respectful
●Everyone is respectful of themselves and other people.   Everyone is respectful of the ideas and feelings of others.
●Everyone is respectful of the environment, equipment and materials.

Be Safe
●Everyone works and plays safely to help keep themselves and others from getting hurt.

Be Cooperative
●Everyone solves their problems by talking and listening to each other respectfully to find a solution. When we cannot solv a problem ourselves, we ask for help. 

Be Supportive of Learning
●Everyone learns to the best of their abilities and supports the learning of others.   

DEVELOPMENTAL CAPABILITIES OF CHILDREN

●We understand that it is normal for children to display inappropriate behavior at times for a variety of reasons.

●The developmental capabilities of each child will always be considered when determining both expectations for behavior and consequences of inappropriate behaviour.

APPROPRIATE USE OF TECHNOLOGY

●All children, parents, staff and others involved in our Centre must use e‐mail, electronic devices and the Internet appropriately.

●According to our policies. This protects people’s privacy and the confidentiality of information.  Anyone violating this rule will be subject to a range of consequences. 

UNACCEPTABLE BEHAVIOURS

The following behaviours by children, staff, parents and others involved in our Centre are unacceptable:

●All forms of bullying (physical, verbal, emotional, social or cyber bullying), including comments,
●Actions or visual displays that are intentional, hurtful and repetitive
●Harassment, including behaviour that degrades, demeans , humiliates or embarrasses someone that a reasonable person would know is unwelcome. 
●All forms of abuse (sexual, physical or psychological), including verbally, in writing or other wise
●Discrimination against any person or group because of their race, color, ancestry, nationality or
●Place of origin, ethnic background , religion, age, sex, gender‐ determined characteristics, sexual orientation, marital and family status, source of income, political belief and physical or mental disability. 
●Discrimination is prohibited in activities such as employment, housing, and services available to the public 
●Inappropriate language
●Actions that put another person at risk of harm, including violent physical acts (with or without a weapon) and threatening someone

PROACTIVE STRATEGIES

We actively strive to create an environment that supports the health, safety and well‐being of the children by:
●Practising the Circe of Security philosophy
●Having realistic and developmentally appropriate expectations for behaviour
●Setting up the environment and materials to encourage appropriate behaviour and reduce potential inappropriate behaviour
●Planning a program based on children’s interests and developmental needs
●Establishing consistent yet flexible schedules and routines that help children gain trust, security and self control 

We create a positive environment for children , parents, staff and others involved in our Centre by:
●Developing positive relationships, including making time to talk and listen
●Being the support and promoting secure attachment
●Establishing clear, consistent, simple limits
●Guiding children to develop at their own pace
●Stating limits in a positive way and periodically reminding people
●Providing explanations for limits
●Working together to solve problems
●Modelling and encouraging appropriate behaviour 

CONSEQUENCES FOR INAPPROPRIATE BEHAVIOUR

We will consistently respond to inappropriate behaviour by children, parents, staff and others involved in  the centre by:  
●Reminding people of expectations and limits
●Using a respectful approach to explain why a behaviour is inappropriate and what behaviour is expected
●Talking only about the behaviour, not labelling the person
●Responding sympathetically and acknowledging feelings
●Establishing natural, logical consequences

Depending on the severity and frequency of the behaviour, we will consider further steps such as:

●Learning what may be contributing to the inappropriate behavior and how to help reduce or eliminate the behaviour
●Having a formal or informal meeting to discuss concerns and to develop an action plan to encourage appropriate behaviour in the future.
●Giving a written warning or developing a written contract that outlines specific concerns and consequences if the behaviour continues and accessing outside resources for help such as: 
●A behaviour specialist or other professionals to help staff understand and reduce a child’s inappropriate behaviour
●Child and family services to access parenting supports
●Mediation services to resolve conflicts between adults
●The Manitoba Human Rights Commission for information and advice to resolve an issue.
●Informally or to make a formal complaint if the behaviour involves discrimination or harassment.
●The police to assist with threatening behavior.  In extreme cases, we will take additional steps such as:
●Suspending or dismissing a staff member
●Suspending or withdrawing childcare services because of a child’s or family member’s inappropriate behavior 
●In the case of a visitor not allowing the person to return to the Centre
●Contacting the police and/or Child and Family Services(CFS), if the behavior is illegal such as abuse, assault or threatening another person

  Code of Ethics  Early Childhood Educators

• Promote the health and well-being of all children.
• Use developmentally appropriate practices when working with all children.
• Demonstrate caring for all children in all aspects of their practice.
• Work in partnership with parents, supporting them in meeting theirresponsibilities to their children.
• Work in partnership with colleagues and other service providers in the community to support the well-being of families.
• Work in ways that enhance human dignity.
• Pursue, on an on-going basis, the knowledge, skills, and self-awareness needed to be professionally competent.
• Demonstrates integrity in all of their professional relationships.