Procedures:

1. Centre members discuss attendance at sessions at session evaluations according to the following guidelines to ensure that children's learning is supported. maximum group size of 30, adult child ratios of 1:3, according to the your Association guidelines.
Some centres develop aims for maximums of less e.g. 21 maximums or ratios of 1:2, others use the Association guidelines.
2. The attendance of a parent/ caregiver with children under 2 1/2 years ensures continuity for younger children.
3. Parents are consulted about session placements of their children and any changes to these.
4. Parents and supervision teams decide together when children have been sufficiently settled into sessions.
5. The Parent Education Programme includes discussions about communication and enhancing relationships between child-child, adult-child and adult-adult.

Extension of Children's thinking and actions by sensitive and informed guidance, interventions and support.

1. Observations of children's play are an integral part of the parent education programme.
2. Adults on duty work as a team to ensure the individual child is known and that children's play is supported and extended.
3. Knowledge gained is shared during post session evaluations and used for future planning.
4. The Parent Education Programme includes discussion about the effectiveness of interventions, guidance and support for extending children's thinking and actions.

Respecting children's preferences and involving children in decisions about their participation in activities.

1. Adults include children in the decisions about setting up for play each day.
2. Adults support children's choice of play within the range of opportunities available.
3. Children's choices are restricted only when safety is an issue or when play destroys the environment, equipment or the rights of others.
4. If there is disagreement about children's choice of play, Playcentre members will discuss and develop common understandings about these.
5. The Parent Education Programme includes information about how children learn through play, the value of the processes of playing rather than products, and the different social aspects of play.

Planning and evaluating the physical environment and providing resources to support the needs of each child and to facilitate quality curriculum and interactions.

1. Each session provides for creative, exploratory, expressive, constructive, and manipulative play experiences.
2. Daily session evaluations consider how well the children's play was supported.
3. Future planning is based on these discussions.
4. The Parent Education Programme provides information on how to present play areas attractively, respect for the natural world and the care of it, and ways to extend and challenge children's play.
5. Annual budget provision allows for planning of purchase of resources to support children's play.
6. The Parent Education Programme encourages respect for tikanga Maori and use of Te Reo during session.
Basic use of Te Reo courses?

Modelling non-discriminatory behaviour and promoting this with children.

1. Adults challenge comments that exclude other children at the session.
2. Adults model non-discriminatory behaviour.
3. Adults discuss differences positively with children.
4. Budget provision ensures a range of resources, books, play materials, tapes, reflective of differences in culture, race, gender and ability are available at the centre.
5. The Parent Education Programme includes discussions about cultural differences and the development of bias.

Implementing strategies to include all children.

1. Session evaluations consider any issues relating to access to play for all children present.
2. Appropriate play materials are provided at every session for all the range of ages present.
3. Barriers to participation when identified are discussed at centre planning meetings and strategies to overcome them developed.
4. Adults support inclusion by encouraging children to let others join in, inviting those looking on to participate and modelling inclusive behaviour themselves.
5. The Parent Education Programme provides opportunities for adults to develop further strategies to ensure the inclusion of all children.
6. Purchase of resources, to facilitate inclusion of children and families with individual needs, will be included in the centre's budget provision.