Licensing criteria for home-based ECE services

The Education Act 1989 S309 defines home-based ECE services as the provision of education or care, for gain or reward, to fewer than 5 children under the age of 6 (in addition to any child enrolled at school who is the child of the person who provides education or care) in:

  1. their own homes
  2. the home of the person providing education or care
  3. any other home nominated by the parents of the children.

These services are licensed in accordance with the Education Act 1989 under the Education (Early Childhood Services) Regulations 2008, which prescribe minimum standards that each licensed service must meet. Licensing criteria are used to assess how the services meet the minimum standards required by the regulations.

For each criterion there is guidance to help services meet the required standards.

The publication of the criteria on its own can be downloaded as a PDF [PDF, 541 KB] and printed.

The licensing criteria were last updated in November 2016.

Licensing Criteria Cover

C10 Behaviour management

  • Criteria
    • Criteria

      Curriculum Criterion 10

      The service curriculum supports children’s developing social competence and understanding of appropriate behaviour.

      Documentation required

      Rationale/Intent:

      This criterion recognises the importance of children’s social confidence in establishing and maintaining relationships with other children and adults.

  • Guidance
    • Guidance

      Any examples in the guidance are provided as a starting point to show how services can meet (or exceed) the requirement. Services may choose to use other approaches better suited to their needs as long as they comply with the criteria.

      As children learn to make sense of their world and develop working theories, they develop an understanding of themselves in social contexts, including the early childhood service.

      What is viewed as social competence and appropriate behaviour may vary from setting to setting and will depend on the values that families, educators, and coordinators hold. It is therefore vital that educators, coordinators, parents, and children share with each other their understandings of social competence.

      The environment, our expectations, and our teaching practices will be strong indicators of what we consider to be socially appropriate and competent behaviours.

      A service curriculum that supports social competence and understanding of appropriate behaviour will provide ongoing opportunities for children to practise, through actions, words, and behaviours, their growing competence.

  • Practice
    • Practice

      Examples of what this might look like in practice:

      • Educators emphasise what to do, rather than what not to do, in explanations and instructions
      • There are enough resources to promote children’s choices for challenge, revisiting, wider community experiences, exploration, solitary and group play
      • Relationships and interactions promote respect between children, and between children and educators
      • Educators use a range of conversation skills to encourage children to talk and think about relationships and the consequences of different responses to a given situation or problem
      • Children know the limits and boundaries of acceptable behaviour
      • Children are only offered genuine choice
      • The service curriculum provides opportunities to discuss and negotiate rights, fairness, and justice with adults.

  • Things to consider
    • Things to consider

      Things to consider:

      • What are the limits and boundaries in our home? How are these negotiated and shared with children and their families?
      • What are our expectations of the range of behaviours children will demonstrate in the early years?
      • What is my image of children?
      • How do we evaluate the effectiveness of our teaching strategies in relation to the development of children’s social competence?
      • How do my own personal values impact on, and influence my teaching practice?
      • How do our routines and rituals support children’s developing social competence?
      • How do we manage challenging behaviours in respectful and dignified ways?
      • What are the advantages and disadvantages to children if educators intervene and provide guidance and support during play?