A Child's Place maintains written policies that guide our approach to major issues
and provide a common understanding of many practical and safety related
issues. Our policies reflect current state and federal regulations as well as best
practices in early childhood educaiton. We suggest that all parents become familiar with our policies
and we encourage you to contact your child's head teacher or the Executive
Director if you have any questions. Our programs and policies reflect the
contributions of all involved and are updated regularly to reflect parent
feedback as well as changes in state and federal regulations and best
professional practices.
BEHAVIOR MANAGEMENT
Teachers can best guide children when they themselves provide positive role models. Children are constantly observing us. They know what our feelings are, as well as what our intentions are. They learn a great deal about how human beings behave from the way we behave towards them, towards ourselves, and towards other people. Our philosophy is based on respect, honesty, trust, and caring. It is how we behave towards children that helps them develop and internalize self-control, self-esteem, and confidence, as well as an awareness of the needs and rights of others. In dealing with any behavioral problem, these steps should be followed consistently:
- The teacher will ask the child to explain what is happening if the child is developmentally able. The teacher should label and identify the behaviors and feelings he/she sees being displayed as well. (e.g., “You seem very angry.”)
- The teacher will confirm the child’s feelings (e.g.,“That made you angry. It’s okay to be angry.”) and then state why the behavior is wrong or inappropriate. (e.g., “Hitting is not okay. It hurts and I cannot allow you to hurt another person.”) By giving the children reasons for our actions and their actions, we begin to teach them to reason out the consequences of their behavior.
- Often discussion or redirection is all that will be needed. However, if necessary, a child may be removed from the group with a staff member. Removal from the group will be used only if a child is out of control and adversely affecting other children. The teacher’s role is then to help that child to regain control and to return to the group.