Discipline Methods

A: Rules are explained to the child and reviewed as needed.

B: Time-out is not used as a convenience.

C: Free-period discipline:

  • When a child breaks a rule, the teacher will discuss the reason for the rule. The child is given opportunities to correct the behavior.
  • If those opportunities do not resolve the situation, the child may be asked to move away from the group. The point of this distancing is to be supportive rather than punitive. When this period is over, the early educator or caregiver remains with the child to review the rule and reassure the child.
  • It is important to understand that when a child misbehaves, he or she needs adult support.
  • For this reason, the staff seldom give time-outs. The child is not simply removed from the situation and placed alone; rather, if a child needs to be removed from the situation, an adult needs to be with him/her.

D: Large group activities:

  • The early educator or caregiver will quietly and unobtrusively encourage the child to cooperate. If the child continues to make it difficult for the others and does not with to participate, the child should be offered an alternative activity.
  • If the child continues to disrupt the group, the child must be separated from the group.
  • The child needs assistance to understand that they may not be in complete control of themselves at the moment, but the adult it.
"Our staff is trained to avoid lecturing the child and to use very short sentences, while at the same time being receptive and caring. Above all, we shall do no harm. All children will be treated with respect."