Discipline is an important part of the child’s learning process and is handled as such. Discipline is done for a child, not to a child. Rules and expectations are clearly communicated to children at a developmental level they can understand and respond to. These rules and expectations are designed to help maintain a positive atmosphere of safety and harmony.
Children are not permitted to intentionally hurt themselves, others, or the belongings/property of others or the childcare. It is the teacher’s role to help a child take responsibility for their actions. This is done using the following guidelines and techniques:
- Providing a stimulating program that minimizes frustration or feelings of being overwhelmed.
- Stepping in to assist a child before a crisis occurs by redirecting, offering clear choices, and diverting with verbal and physical assistance.
- Encouraging a child to problem solve when conflicts arise with other children and adults and allowing them the freedom to find their own solutions.
- Helping children deal with strong feelings by talking about them and by learning to express them in an appropriate manner.
- Taking a child aside when necessary in order for them to regain control, discuss what happened and help
them understand the effect of their behavior on others and themselves.
These guidelines are carried out in an atmosphere that:
- Recognizes and accepts each child’s individuality and developmental level.
- Promotes feelings of trust and security by fostering respect and caring
- Reinforces a child’s self-esteem by recognizing positive behavior in showing genuine approval when children are engaged in a positive activity.Encourages children with direct verbal praise and nonverbal praise such as a smile or a nod.
- Promotes discussion and understanding.