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Early Years practitioners can often be uncomfortable with the use of the word ‘bullying' when talking about pre-five aged children. Children of this age group are learning about socialisation, negotiation and friendship so is it possible for them to be involved in bullying behaviour?
Most practitioners think not and would avoid labelling children under five as bullies. They feel that it is more appropriate to think in terms of behaviours that are hurtful. Children of this age can become involved in behaviour which is unacceptable or anti-social but if they are given the opportunity to learn why this behaviour is wrong, and if this is reinforced in all social settings by positive role models, then the behaviour should stop.
At respectme we believe that bullying behaviour is just another example of the challenging behaviour that can be displayed by children and young people. If this behaviour is addressed by adults at an early age, then they are less likely to become involved in negative behaviour as they grow, and they will be more able to foster respectful and positive relationships with others.
This area of the site is being developed in partnership with early years organisations in order to provide more specific information on bullying and challenging behaviours in the early years sector. This will, in time, include information on policy and on practice. We would welcome any feedback on other policies, practice and any case studies from early years providers or parents with children in early years establishments.
Early Years - A review of the SPPA's Policy
The Scottish Pre-school Play Association (SPPA) has produced a policy pack for use within pre-school establishments. Within this pack is the ‘Anti-Bullying and Harassment Policy'. The first half of this policy deals with the harassment of staff or volunteers within an establishment. The second half focuses on ‘Anti-social behaviour within a childcare setting'.
It is very encouraging that the procedures within the policy are applicable to ‘anti-social' behaviour and not merely ‘bullying behaviour'. The opening paragraph of the policy states that pre-school children may be displaying behaviour which could indicate that they are being bullied or which looks like bullying behaviour, but that this might not always be the case. It is clear that many of the indicators offered may communicate a need for attention, a frustration with spoken communication, or a recent upset within their life (a new sibling, moving home etc). Some of the indicators offered are; children showing unwillingness to attend the group; displaying withdrawn or isolated behaviour; becoming easily distressed and becoming aggressive, disruptive or unreasonable.
The objectives of the policy are made clear. The first aim is that the policy serves to ensure that all members of staff, children and parents have a shared understanding of what bullying is. Further aims state that these stakeholders should be aware of the policy, the policy should be followed when bullying is reported and that bullying will always be taken seriously. This section ends with a clear statement that bullying will not be tolerated by the group.
respectme is extremely encouraged to see that the advice given is to use the same approach that would be used to deal with any challenging behaviour and to use the skills that staff already have in dealing with difficult behaviour. There is a recognition that staff members may have to deal with reports of bullying outside of the group. The policy states that the play-worker still has a responsibility to try to help the child and that parents should be informed. This section also addresses bullying behaviour that may be undisclosed but is observed by staff.
The SPPA policy focuses on identifying the behaviour and dealing with it as it arises. The policy guidelines are clear that the child must be told what they are doing that needs to be changed, what the worker would like to see them doing and what the consequences will be if they continue with the negative behaviour. Guidance is given on engaging parents regarding their child's behaviour and working together with outside agencies when and if appropriate.
Environmental factors are also addressed. The policy states that the group's routine and setting should be reviewed in order to ‘identify any factors which might allow or encourage bullying'. It is rare that a policy so readily encourages organisations to look introspectively at their environment and routine.
SPPA's anti-bullying policy lays out a process for investigating incidents. A series of questions is offered which would encourage an organisation to look at how their ethos promotes the message that bullying behaviour is unacceptable and how this is communicated to staff, parents and children in the organisation. These questions are considered and relevant and would enable staff to consider the practices and invoke change where necessary.
The SPPA policy is an exemplar. It is concise, clear, easy to implement and the procedures are realistic and relevant to the setting. While respectme would not normally advocate this type of ‘off the shelf' adoption of policy, it is justified in this instance by a number of factors:
- The two most important factors are that SPPA is aware that its member organisations are often run by volunteer management committees who will not be able to devote time to develop the policies required by the Care Commission from scratch.
- The SPPA policy is a very concise and cohesive policy which has been written with its member organisations in mind and it could be adopted with ease and remain a robust and relevant policy.
- SPPA recommends that this policy is adapted to suit the needs of an individual organisation where necessary.
- SPPA recommends that the policy is re-adopted annually rather than every three years to ensure its relevance.
The policy itself can be bought as part of the ‘Group Policy Pack' or on its own as a single policy from the Scottish Pre-school Play Association http://www.sppa.org.uk/
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