1. POSITIVE GUIDANCE A guidance approach helps children to:
Channel their impulses into self-controlled and socially acceptable behaviour
Distinguish between acceptable and socially unacceptable behaviour
View the consequence of their own behaviour
Feel competent and confident within their group

2. DISCUSSING SAFETY WITH CHILDEN
If a child is putting themselves or another at risk you need to act immediately. For example, if a child is using a hammer in an unsafe way you should:
STOP the unsafe behaviour – explain why it is unsafe e.g. If you hit your hand you will hurt yourself.
Show the proper or safe way
Let the child try again
Encourage the safe use of equipment
Use physical guidance if necessary
Praise all efforts – tell the child “well done!”
Act immediately if something is unsafe. Avoid shouting and instead use positive language or if necessary distract their attention to something else. Get down to the child’s level and talk to them personally.

3. POINTS TO CONSIDER WHEN DEVELOPING RULES WITH CHILDREN
Age and stage of development
Level of understanding
Not too many rules
Keep simple
Keep positive
Allow children to develop their own rules – they are more likely to follow them

4. POSITIVE GUIDANCE ACTIVITY
Consider the following scenarios. Write down what you would say and do in each situation.
Aaron, a four year old is running inside with a pair of scissors from the collage trolley held out in front of him point first.
Charlie, aged two is digging enthusiastically in the sand. He is picking up large spade-fulls and throwing them over his shoulder and also over the children playing behind him.
Chao, a 6 year old has climbed onto the roof of the fort and is balancing precariously on the edge.

5. KEEPING CHILDREN SAFE ACTIVITIY
It is late in the day and a woman unknown to you arrives to pick up six month old Penelope. She says she is the mother’s sister and that the mother is delayed at work and has asked her to pick up her niece. The person is unknown to you but you have only been working in the centre for a week. Penelope is obviously too young to identify the person. What do you do – what are the steps you would take and with whom do you check? Remember this may be a genuine family member, someone who has been denied access to the child, or they may be a stranger.