Discipline Policy

Goals:

To help each child develop self discipline, ways to get along with others, and solve problems.
To create an environment that fosters self discipline.
To provide positive guidance.
To provide discipline consistent with the child's age and developmental needs.

Self-discipline is knowing self-control, control of impulse behavior, having self direction, and taking responsibility for what happens to oneself.

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Discipline is helping children:

acquire self-control.
learn to behave in a desirable, safe manner.
learn to respect the feelings and property of others.
learn what TO DO rather than what cannot do.

Methods of Guidance and Discipline:

Environment and Program Planning: 'The organization of the day considers
time, equipment, space. Large blocks of time allow children to move freely
and select activities. The program allows for quiet and active periods. Routine
helps children learn what is desirable behavior in various setting such as the
outdoors or the classroom setting. The physical arrangement and sturdy
equipment provide safety from danger, and are suitable to the child's age
and developmental needs.
Positive Discipline: The staff nurtures positive discipline by providing for
the educational and personal needs of each child. They guide the child
and intervene to promote self-discipline. Rules and limitations are taught
as tools of self-discipline. Intervention is necessary to maintain physical
safety, emotional well being, and to stop negative behavior which prevents
learning.

Intervention Techniques:
- Distraction, Diversion, Redirection.

- Discussion of what to do, and not to do, the rules.

- Adult proximity and gentle touch.

- Brief removal from group or "timeout". The child must always be under the
    supervision of a staff member and continuously visible.

- Ignore unsuitable behavior, ex. temper tantrums.

- Reinforce good behavior. Good behavior is recognized and approved,
    so the child is able to achieve satisfaction from meeting expectations.
    Children thrive on love, praise, warmth, and physical signs such as pats
    and smiles.

- Be firm, don't argue, make few commands.

- Be sure you have the child’s attention and eye contact before making requests.

- Speak in a normal voice. Do not yell. Walk across the room or playground
    to the child.

- Make sure requests are within the child's ability.

- Give children a choice, the opportunity to use their own judgment, even if they
    make mistakes.

- Be consistent.

- Be realistic about individual differences of children.

- Use a preventive approach. Engineer situations for acceptable behavior.

- Be reasonable in demands. Provide warning and time.

- Be patient.

- Be stern when behavior is harmful to others or self. Children must learn
    which behavior will not be tolerated. Ex. biting or "karate chops".

- Condemn inappropriate actions, not the child. "I love you, I do not like
    what you are doing."

- Praise improved behavior such as cooperation.

- Be judicious in the use of words. Example, " It is your turn to........."

- Make whatever decision is necessary for a child's health, welfare and
    safety. It is an adult decision that each child shall wash hands after toileting,
    wear safe shoes for gym, walk across the crosswalk. It is the child's decision
    to choose within bounds, activities, the color paper, friends, what equipment
    to use on the playground.