Staff at Greenside Nursery believe that children flourish best in an ordered environment, where everyone knows what is expected of them. Children should be free to develop their play and learning without fear of being hurt or hindered by anyone else. We aim to work towards a situation in which children can develop self-discipline and self-esteem in an atmosphere of mutual respect and encouragement.

Rewarding good behaviour

Reward for all good behaviour should be encouraged i.e. during activities a child has taken part in, with the use of play materials and sitting at group times. Social rewards is often all that is needed to create a positive response. Children are rewarded a marble in the jar at whole class group times i.e. for tidying up, listening well and following instructions. Individual rewards are also given and placed in the classroom for all to see. At the end of each term, all children will have been given a reward for good behaviour of some kind.


Children need to be given responsibilities within their capabilities from an early age to help develop social awareness.

  • Encourage children to make free choices and develop responsible and responsive behaviour
  • Follow and foster children’s interests
  • Allow and encourage children to think and act for themselves
  • Allow children to take responsibility for organisational activities such as tidying, wiping tables, pouring drinks
  • Promote consideration and care for others
  • Encourage children to respect and take care of their environment
  • Allow children to learn from their mistakes as long as they do not endanger themselves or others

New experiences

Children’s development is enriched and their natural curiosity stimulated by new and varied experiences. Knowledge stems for experiences.

  • Provide a stimulating and challenging environment
  • Give opportunities for children to meet new people, experiment with new materials, visit places, learn about people who are different from themselves
  • Match activities to child’s stage of development and capability
  • Promote development by giving new challenges when concepts, knowledge. Values, attitudes and skills are mastered

We aim to:

  • Provide a positive model for the children with regard to friendliness, care and courtesy and to offer strategies for handling any conflict
  • Rules governing the conduct of the group and the behaviour of the children will be discussed and agreed within the setting and explained to all newcomers, both children and adults
  • All staff will ensure that the rules are applied consistently so that children have the security of knowing what to expect and can build up useful habits of behaviour
  • We will help the children to challenge bullying behaviour appropriately
  • We will praise and endorse desirable behaviour such as kindness and willingness to share

Behaviour Management for Under Three’s

Age Group – Toddlers to Three’s

Our nursery understands the need each child has, however young, to be heard. Therefore, we give them a voice and expect them to exercise it for their own gratification and development.

Children of these tender years need the opportunity to exercise control in their lives, as everything is usually determined for them i.e. the clothes they wear, the food they eat etc. The timetable they follow is often governed by circiumstances out of their control.

By giving toddlers the ability to make decisions, the growing language that is now becoming part of their being, helps them have a voice. By letting youngsters say NO! The adult empowers the young child which alleviates a sense of frustration of always having to go along with the wishes of others. By an adult offering sensible choices and questions that enable the child to feel heard and valued, the toddler feels less inclined to demand, and more inclined to participate.


Babies may often behave fretfully. There may be many causes for this:

  • A new environment
  • Strangers
  • Boredom
  • Strange smells
  • Hunger
  • Thirst
  • Discomfort
  • Need for sleep
  • Pain

By establishing key worker roles, making time for one to one play, massage, sleep patterns and a range of regular outdoor stimulating trips, babies are aided in their transition and their acceptance of the new carer in their young lives.

A very young child only has the tool of crying to tell us their needs. As professional carers it is our duty to pre-empt their desires and help create a calm and caring environment, where; hugs, cuddles, warmth, own needs, signing and stimulating play all make a happy and secure baby.


Whatever the child’s methods of learning, it is the duty of the key worker, team leader and manager to create a curriculum that recognises differentiation.

Children learn best by doing; classrooms across all ages encourage learning through child initiated play and adult supported play. This alleviates boredom and frustration because children are free to investigate and explore, which enables them to build on their previous learning.

Individual planning and next step development linked to a child’s interest, aid recognition of talented and gifted children.