Guidance and Discipline Policy 

Our educators understand the importance of Maria Montessori’s statement, “the child is in a continual state of growth and metamorphosis, whereas the adult has reached the norm of the species” (Gartrell, 1994, p.7). Young children have a limited number of experiences with only a few years of life lived. As they juggle the inevitable hurdles of building life skills, conflict will arise. Our teachers see such conflicts as mistakes, not misbehaviors, and an opportunity for the child to learn and grow with guidance. 

We have adopted the National Association for the Education of Young Children’s (NAEYC’s) definition of challenging behaviors as provided below. In a text provided by the NAEYC, Kaiser & Rasminsky (2021) share that, challenging behaviors are defined as any behavior which:

• Interferes with the learning, development, and success of children. 
• Harms the safety and well being of the child, other children, or adults. 
• Puts a child at risk for social problems or school failure later in life.

This can be direct (i.e. hitting, pushing, biting, kicking) or indirect (teasing, ignoring rules/instruction, excluding, name calling, destroying objects, having temper tantrums) (Kaiser & Rasminsky, 2021).

The root meaning of the word discipline is instruction; leading us to our practice of providing guidance, rather than punishment. As early childhood professionals, we utilize various approaches to manage challenging behaviors with considerations for age, development, and family values. Below, we provide a few of our approaches.

Modeling by adults

As adults we model positive behaviors through the acceptance, control and expression of our own emotions. We experience a range of emotions ourselves, it is important to acknowledge this, while also holding an awareness that it is what we do in those moments that matter. By telling children, “I am feeling frustrated right now, I am going to go take some calm down breaths in cozy corner and then I'll come back to play with you,” we are further modeling to children what to do in their own moments of big emotions. Moreover, we show children in our care that we are there for them always, particularly through their intense emotions. Most importantly, ensuring they know we will not punish or withdraw from them, but continue to love them endlessly. 

Designing the physical environment

In addition to providing multiples of toys and materials, we also divide the classroom and outdoor spaces to ensure areas for both quiet and active learning. Acknowledging that over stimulation in a classroom can cause conflict and difficulty learning, we strive to incorporate various means for creating a calm space. This includes elements such as music, lighting, and mindfulness activities. 

Age-appropriate expectations 

We organize our classroom schedule and routine to minimize any unreasonable wait times or transitions. Additionally, we hold an awareness of attention levels in each of our age groups, ensuring teacher-directed instruction and guided play activities are of an appropriate length. We also ensure a copious amount of free play time is provided to each class. 

Simple rules

Early in the school year, our Preschool and Pre-k classes will participate in activities to make sense of our school wide rules. They will be prompted to explain the actions which exemplify our rules, “Be safe, Be kind, Be respectful.” All classrooms will be introduced to these rules as a means to guide children towards what to do positively and consistently. 

Supervision and observation 

Our low ratios and class sizes provide for a greater level of attentiveness and ability to complete meaningful observations. Teachers are often, but not always, able to intervene and guide children prior to conflict escalating. When applicable, teachers will collect data in order to recognize any patterns in behavior, help the child, and improve the program. 

Support in problem solving 

When big emotions and challenging behaviors arise, we name them. Opposed to saying, “you’re okay,” we provide acknowledgment and reassurance for what they are feeling while maintaining expectations and developing healthy ways to express themselves. Statements such as, “I see you're frustrated, it is okay to be frustrated but it is not okay to hit your friend. Would you like to try painting or reading a story with me?” are heard in our rooms. 

We want all of our students to value collaboration and cooperation. We place a heavy emphasis on teamwork and positive problem solving. With the support of teachers and peers, we build problem solving skills in our classrooms and within our students. When conflict arises, we will help children describe the problems and generate solutions for them. Furthermore, we will think through the logical consequences of their actions, together, as a team. We know that skills such as these are critical to healthy prosocial behaviors and are there alongside them as they navigate each new situation.  

Cozy Corner

When a child's behaviors are at risk of endangering themselves or others, they may need to be supervised away from other children temporarily. The adult will help the child move away from the group but remain with them as they process the conflict. When children are having big emotions and require space, the adult will remain in a close proximity. Otherwise, the adult will stay directly next to the child. Adults will model calm down strategies such as breathing exercises or provide positive physical contact when appropriate. 

Cozy corner is a safe area in the classroom where any child can take time to calm their body and mind. Cozy corner is not time out, but a tool used by both children and adults when conflict or dysregulation occurs. With the consistent modeling of calm down strategies, and redirection to cozy corner, when applicable, children develop a means to regain composure in a positive and productive manner. 

Personalized Care 

We value culturally responsive teaching and its capacity to provide children feelings of acceptance and ability. With that, we strive to work with all families to embed their expectations and values, culture, and language within our program. In order to stay consistent with the child's home life, our head teacher will discuss personalized care with each parent regarding their child. There are many different parenting tactics and we want to do our best to mirror the care they would have at home. During this meeting we will discuss and come up with a plan that benefits both your child and the other children in the classroom.   

Our plan will include:

• Cultural and linguistic considerations
• Developmental stages
• Conflict resolution
• Challenging behavior
• Napping/Quiet time
• Eating schedule
• Toilet training
• Any other concerns you have

Hands on Policy

In order to ensure each child feels safe and comfortable in our care we practice a hands on policy that allows the teachers to integrate positive physical contact into their childcare. Appropriate touching includes hugs, reassuring touches on the shoulder or back, nap time back rubs for a child who might be tense or upset, holding the hand of a child gently during a tantrum. We understand that positive physical contact may not be seen as appropriate for some families for either personal or cultural reasons. If that is the case or at any point becomes the case, we ask that you discuss other means for positively connecting with your child with the director and child's teacher.  

Guidance and discipline

No child in our care will be subjected to any form of corporal or physical punishment, verbal or physical abuse, or otherwise demeaning, humiliating, coercive, or isolating actions by staff members or volunteers. Children will not be disciplined for failing to eat, sleep, or soiling themselves. Additionally, the withholding of active playtime will not occur, unless the child’s behaviors or actions present a danger to themselves or others. Members of our staff understand and follow our approach to discipline and guidance in addition to those outlined in the state licensing regulations. 

We work intensely with our teachers, both full and part time, to provide the tools to act responsively and uphold our mission to guide children through mistakes and triumphs. Any faculty member suspected of inappropriately touching a child will be removed from direct care of the children and/or may be suspended entirely with or without pay pending further investigation. If a faculty member is found to be guilty of child abuse or neglect his/her employment will be immediately terminated and they will be investigated by the police and DCYF. 

All information about children and families is confidential. If you have concerns about the impact another child's behavior may be having on your own child, we will be happy to discuss the measures taken to ensure the safety of all children in the class. 

Expulsion Policy 

Our goal is to work diligently with families in order to prevent the expulsion of a child or family, on either a short or long term basis, from our center. At times, there may be immediate causes for expulsion, including, the child being at risk of causing serious injury to other children or themself, parental threat of physical or intimidating actions towards staff members, or the parent exhibiting verbal abuse to staff in front of enrolled children. Some additional examples of parental actions that can lead to expulsion include but are not limited to, failure to pay or habitual lateness of payments, failure to complete required forms (including the child's immunization records), habitual tardiness in picking up their child, and verbal abuse of staff. Lastly, children's actions that can result in expulsion include but are not limited to, failure of child to adjust after a reasonable amount of time, uncontrollable tantrums/angry outbursts, ongoing physical or verbal abuse to staff or other children, or excessive biting. 

Parents will be notified verbally, during a conference, as well as in writing of the behaviors which warrant an expulsion. When a pattern of behavior is present and persists after remedial actions, and such behavior presents a risk to self, others or property, or causes significant disruptions to the program, we will discuss possible solutions with the family during this time. These solutions may include a referral for outside services or expulsion from the program. We will include a specific date for expulsion, approximately one to two weeks, pending the risk to other children's welfare or safety. Our actions will always comply with federal and state civil laws. 

We can consult with a Behavioral Specialist as well as Special Needs Certified advisor who is available to help families with early intervention as well as with challenging behaviors as needed. We will make the referrals for families to work directly with these specialists as needed and any additional costs incurred from that provider will be the responsibility of the family.

References

Kaiser, B. & Rasminsky, J. (2021). Addressing Challenging Behavior in Young Children: The Leader’s Role. The National Association for the Education of Young Children.

Gartrell, D. (1994). A Guidance Approach to Discipline.

Reporting Abuse & Neglect

Our center is required by law to report any suspected case of child abuse and/or neglect to the Rhode Island Department of Children, Youth and Families’ Child Protective Services (CPS) hotline (1-800-RI-CHILD/1-800-742-4453) within twenty-four (24) hours in accordance with State law and Department policy. 

If the suspected case occurred at the program, the program must report to the Department’s licensing unit after reporting to the CPS hotline