CHILD GUIDANCE PROCEDURES
CHILD GUIDANCE AND MANAGEMENT
The philosophy of Kind Hearts Day Care requires that guidance and discipline support the total development of children. Guidance techniques are used to lead children towards positive behavior. Discipline, defined as training that is expected to produce a particular character or pattern of behavior, is used when children’s actions harm themselves, others, property or the environment. Approaches to guidance and discipline are positive and developmentally appropriate. Specific techniques are listed below and should be implemented according to the age and developmental level of each individual child. All staff is responsible for the guidance, management and discipline of the children in their care and to use the strategies listed below when developmentally and individually appropriate. Teaching staff are responsible for maintaining a partnership with parents regarding guidance and discipline as well as communicating regarding typical and atypical behaviors and successful strategies for guiding the child (ren).
Prevention through Classroom Management and Physical Environment
Planned environments that are structured to encourage developmentally appropriate, constructive activity and play while eliminating danger set children up for positive, successful experiences. The physical environment and daily flow of activities are observed for possible cues or causes, which trigger difficult situations. This proactive approach provides a pathway to prevent discipline situations from occurring.
Consistent Expectations and Limit Setting
Children are given basic, clear and concise rules to guide their behavior, build self-control, self-esteem and problem solving skills. Boundaries and expectations expand as children develop. All adults respond in a similar way so children know what to expect.
Positive Attention to Appropriate Behavior
Positive behavior is noticed, encourages and discussed with children. Conversations are descriptive and personal with the intent to build children’s motivation for positive behavior.
Positive Direction
The use of positive direction includes the following three parts:
• Tell children what to do instead of what not to do.
• Explain why you are setting a limit while separating the child from the behavior.
• Offer choices when realistic.
Focused Attention and Active Listening
Respect for children’s feelings and point of view are demonstrated by bending low and giving full attention to the child. Active listening means listening for both verbal and non-verbal messages and reflecting these messages back to the child. Children are given the right to explain their actions and adults respond accordingly.
Natural and Logical Consequences
Children learn from the consequences of their choices and behavior. When the behavior has a natural and logical outcome that is undesirable, children begin to learn to change their behavior to prevent that outcome. Adults are available to talk with children about what happened and why it happened and to help children to become more responsible for their actions.
Redirection and Choice
Divert a child’s attention away from an undesirable activity with another or turn a child’s attention to an appropriate use of a material. Offer alternative choices of equal value to the child.
Ignoring Inappropriate Behavior and Modeling
Used only when the behavior causes no danger to the child, others, property or the environment, ignoring inappropriate behavior deemphasizes its desirability to the child. Do not ignore the child, only the behavior. At all times, adults should model appropriate use of the environment, equipment and materials for the children. The use of modeling serves as a technique for children to learn how to interact appropriately. Objects are only removed from children’s choices as a last resort.
Supervised Quiet Time
Supervised quiet time, a temporary separation from an activity, is only used as a last resort when children behave in an extremely inappropriate manner or clearly too upset to manage their feelings on their own. Children are always with an adult or an adult is nearby. It should be carried out quietly and privately and should not be viewed as punitive, threatening or humiliating. This time is used to allow children to calm down and then talk about their feelings and needs.
The center’s actual methods of discipline shall apply to all persons on the premises and shall be restricted as follows:
(1)There shall be no cruel, harsh, corporal punishment or any unusual punishments such as, but not limited to, punching, pinching, shaking, and spanking or biting.
(2) No discipline shall be delegated to any other child.
(3) No physical restraints shall be used to confine a child by any means other than holding a child for a short period of time, such as in a protective hug, so the child may regain control.
(4) No child shall be placed in a locked room or confirmed in an enclosed area such as a closet, a box or a similar cubicle.
(5) No child shall be subjected to profane language, threats, derogatory remarks about himself or his family or other verbal abuse.
(6) Discipline shall not be imposed on a child for failure to eat, failure to sleep, or for toileting accidents.
(7) Techniques of discipline shall not humiliate shame or frighten a child.
(8) Discipline shall not include withholding food, rest or toilet use.
(9) Separation, when used as discipline shall be brief in duration and appropriate to the child’s age and developmental ability and the child shall be within sight and hearing of a preschool staff member in a safe, lighted and well-ventilated space.
(10) The center shall not abuse or neglect children and shall protect children from abuse and neglect while in attendance in the preschool program.
PROBLEMATIC BEHAVIORS
Most behaviors exhibited by children can be addressed in classroom situations through the guidance and discipline techniques discussed in the previous section. Occasionally, a child demonstrates a repeated pattern of problematic behavior. In these situations, the center used the following steps:
· Staff will complete Behavior Report. This form is used to document problematic behaviors.
The Behavior Report is given to parent/guardian to sign and return.
A continuum of consequences listed below may be the result of continuing problematic behaviors:
Warning and redirection
Supervised quiet time
Parent contacts (notes, telephone call)
Parent conference to plan strategies for resolving behavior
Program time out (temporary)
Dismissal from program
Behavior Forms are filed in student’s folder to serve as official documentation in the event the child requires referral or is dismissed from program.
BITING
Nothing is scarier, more frustrating and more stressful for the children, parents and staff than biting. It is also what experts call “an unavoidable consequence of young children in group care”. There is no blame to be placed and unfortunately, and more importantly in this situation, there is no quick and easy solution.
Children bite for many reasons. In our experience, biting usually occurs because the children do not always want to use words to express their: desire for an object, frustration with the situation, or need for attention.
While we can theorize why biting occurs, this does not help us with the anger and frustration while the biting is continuing. The following steps are those we as a staff follow to try to extinguish the behavior:
· The child who bites is immediately removed from the situation and the attention is given to the child who has been bitten.
· We keep a log of each biting incident and look for patterns such as time of day, over stimulation, frustration, stress.
· We work with the biting child to resolve conflicts and frustrations in an appropriate manner.
· We shadow the biting child when the child is with other children.
We work with parents to make sure we are consistent in our response to the biting and we try to reduce the child’s stress while at the center.
In our experience, we have found the biting incidents will decrease as we consistently respond in the same manner. We ask for your understanding and patience as we work through these situations.
CHILD GUIDANCE AND MANAGEMENT
The philosophy of Kind Hearts Day Care requires that guidance and discipline support the total development of children. Guidance techniques are used to lead children towards positive behavior. Discipline, defined as training that is expected to produce a particular character or pattern of behavior, is used when children’s actions harm themselves, others, property or the environment. Approaches to guidance and discipline are positive and developmentally appropriate. Specific techniques are listed below and should be implemented according to the age and developmental level of each individual child. All staff is responsible for the guidance, management and discipline of the children in their care and to use the strategies listed below when developmentally and individually appropriate. Teaching staff are responsible for maintaining a partnership with parents regarding guidance and discipline as well as communicating regarding typical and atypical behaviors and successful strategies for guiding the child (ren).
Prevention through Classroom Management and Physical Environment
Planned environments that are structured to encourage developmentally appropriate, constructive activity and play while eliminating danger set children up for positive, successful experiences. The physical environment and daily flow of activities are observed for possible cues or causes, which trigger difficult situations. This proactive approach provides a pathway to prevent discipline situations from occurring.
Consistent Expectations and Limit Setting
Children are given basic, clear and concise rules to guide their behavior, build self-control, self-esteem and problem solving skills. Boundaries and expectations expand as children develop. All adults respond in a similar way so children know what to expect.
Positive Attention to Appropriate Behavior
Positive behavior is noticed, encourages and discussed with children. Conversations are descriptive and personal with the intent to build children’s motivation for positive behavior.
Positive Direction
The use of positive direction includes the following three parts:
• Tell children what to do instead of what not to do.
• Explain why you are setting a limit while separating the child from the behavior.
• Offer choices when realistic.
Focused Attention and Active Listening
Respect for children’s feelings and point of view are demonstrated by bending low and giving full attention to the child. Active listening means listening for both verbal and non-verbal messages and reflecting these messages back to the child. Children are given the right to explain their actions and adults respond accordingly.
Natural and Logical Consequences
Children learn from the consequences of their choices and behavior. When the behavior has a natural and logical outcome that is undesirable, children begin to learn to change their behavior to prevent that outcome. Adults are available to talk with children about what happened and why it happened and to help children to become more responsible for their actions.
Redirection and Choice
Divert a child’s attention away from an undesirable activity with another or turn a child’s attention to an appropriate use of a material. Offer alternative choices of equal value to the child.
Ignoring Inappropriate Behavior and Modeling
Used only when the behavior causes no danger to the child, others, property or the environment, ignoring inappropriate behavior deemphasizes its desirability to the child. Do not ignore the child, only the behavior. At all times, adults should model appropriate use of the environment, equipment and materials for the children. The use of modeling serves as a technique for children to learn how to interact appropriately. Objects are only removed from children’s choices as a last resort.
Supervised Quiet Time
Supervised quiet time, a temporary separation from an activity, is only used as a last resort when children behave in an extremely inappropriate manner or clearly too upset to manage their feelings on their own. Children are always with an adult or an adult is nearby. It should be carried out quietly and privately and should not be viewed as punitive, threatening or humiliating. This time is used to allow children to calm down and then talk about their feelings and needs.
The center’s actual methods of discipline shall apply to all persons on the premises and shall be restricted as follows:
(1)There shall be no cruel, harsh, corporal punishment or any unusual punishments such as, but not limited to, punching, pinching, shaking, and spanking or biting.
(2) No discipline shall be delegated to any other child.
(3) No physical restraints shall be used to confine a child by any means other than holding a child for a short period of time, such as in a protective hug, so the child may regain control.
(4) No child shall be placed in a locked room or confirmed in an enclosed area such as a closet, a box or a similar cubicle.
(5) No child shall be subjected to profane language, threats, derogatory remarks about himself or his family or other verbal abuse.
(6) Discipline shall not be imposed on a child for failure to eat, failure to sleep, or for toileting accidents.
(7) Techniques of discipline shall not humiliate shame or frighten a child.
(8) Discipline shall not include withholding food, rest or toilet use.
(9) Separation, when used as discipline shall be brief in duration and appropriate to the child’s age and developmental ability and the child shall be within sight and hearing of a preschool staff member in a safe, lighted and well-ventilated space.
(10) The center shall not abuse or neglect children and shall protect children from abuse and neglect while in attendance in the preschool program.
PROBLEMATIC BEHAVIORS
Most behaviors exhibited by children can be addressed in classroom situations through the guidance and discipline techniques discussed in the previous section. Occasionally, a child demonstrates a repeated pattern of problematic behavior. In these situations, the center used the following steps:
· Staff will complete Behavior Report. This form is used to document problematic behaviors.
The Behavior Report is given to parent/guardian to sign and return.
A continuum of consequences listed below may be the result of continuing problematic behaviors:
Warning and redirection
Supervised quiet time
Parent contacts (notes, telephone call)
Parent conference to plan strategies for resolving behavior
Program time out (temporary)
Dismissal from program
Behavior Forms are filed in student’s folder to serve as official documentation in the event the child requires referral or is dismissed from program.
BITING
Nothing is scarier, more frustrating and more stressful for the children, parents and staff than biting. It is also what experts call “an unavoidable consequence of young children in group care”. There is no blame to be placed and unfortunately, and more importantly in this situation, there is no quick and easy solution.
Children bite for many reasons. In our experience, biting usually occurs because the children do not always want to use words to express their: desire for an object, frustration with the situation, or need for attention.
While we can theorize why biting occurs, this does not help us with the anger and frustration while the biting is continuing. The following steps are those we as a staff follow to try to extinguish the behavior:
· The child who bites is immediately removed from the situation and the attention is given to the child who has been bitten.
· We keep a log of each biting incident and look for patterns such as time of day, over stimulation, frustration, stress.
· We work with the biting child to resolve conflicts and frustrations in an appropriate manner.
· We shadow the biting child when the child is with other children.
We work with parents to make sure we are consistent in our response to the biting and we try to reduce the child’s stress while at the center.
In our experience, we have found the biting incidents will decrease as we consistently respond in the same manner. We ask for your understanding and patience as we work through these situations.