Guidance & Behavior Policy Created By: Melissa Reali

Philosophy Our center philosophy on guiding children’s behavior is to help children develop positive self-esteem, self-control, respect themselves and others and be kind to others by modeling and using positive guiding practices. Children learn at different paces and we will make sure their learning environment matches their learning pace. We will provide your child a safe and secure learning environment which will help to develop their emotional, social, physical and intellectual development through play and hands-on experiences.

Promoting Positive Behavior & Self-Esteem We will use positive guidance techniques for challenging or inappropriate behaviors. We believe guidance helps to build self-esteem, models coping skills, and gives the child confidence and emotional support. Guidance is a loving and caring way to disciple a child. When you are using guidance with children you are respecting the child and encouraging them to make good choices instead of bad choices. Punishment will not be used in our classroom. Punishment is harsh and you really do not get results. Other forms of punishment like spanking, hitting, pinching, shaking or any other punishment will not be used or accepted in any of our classrooms.

State Licensing Regulations (2) CHILD GUIDANCE. (a) In this subsection: 1. “Time-out period” means removing the child from the situation in a non-humiliating manner and placing the child in a designated location in order to interrupt the child’s unacceptable behavior. 2. “Redirection” means directing the child’s attention to a different program activity. (b) Each child care center shall have a written policy which provides for positive guidance, redirection and the setting of clear-cut limits for the children. The policy shall be designed to help a child develop self-control, self-esteem and respect for the rights of others. (c) If a center uses time-out periods to deal with unacceptable behavior, time-out periods may not exceed 5 minutes and the procedure shall be included in the center’s child guidance policy. WISCONSIN ADMINISTRATIVE CODE (2)(d) (d) Use of time-out periods is prohibited for children under 3 years of age. (e) Actions that may be psychologically, emotionally or physically painful, discomforting, dangerous or potentially injurious are prohibited. Examples of prohibited actions include all of the following: 1. Spanking, hitting, pinching, shaking, slapping, twisting, throwing or inflicting any other form of corporal punishment. 2. Verbal abuse, threats or derogatory remarks about the child or the child’s family. 3. Physical restraint, binding or tying to restrict movement or enclosing in a confined space such as a closet, locked room, box or similar cubicle. 4. Withholding or forcing meals, snacks or naps. 5. Actions that are cruel, aversive, frightening or humiliating to the child. (f) A child may not be punished for lapses in toilet training. Note: Inappropriate discipline of a child by a staff member must be reported to the department within 24 hours after the occurrence under s. DCF (3)(j). Our center and teachers all abide by all State of Wisconsin Rules and Regulations regarding every aspect of child behavior and developmentally appropriate practices. For more information or a copy of the State Licensing Book please visit their website: *Taken from: WISCONSIN ADMINISTRATIVE CODE Department of Children and Families/Division of Early Care and Education

Teaching Techniques Teachers will model positive and appropriate behavior. Teachers tell the children what they should do, not what they shouldn’t do. For example, “Please use your walking feet when you are inside” instead of, “Don’t run inside.” As teachers we will give more attention and praise for good behavior and less attention for bad behavior. Focus on the misbehavior, not on the child. For example, “It is not ok to bite our friends,” instead of, “You are a bad boy.” All children regardless of age, race, disabilities or gender will be given respect, love, understanding that is due to them in a environment that they can feel safe and express their feelings.

Teaching Techniques Cont. The classroom will be arranged in a way that encourages appropriate behavior. Teachers will: Follow through. Be consistent. If the classroom has a rule, enforce it. Offer choices to a child only when you are willing to accept his or her decision. For example, “You can play with the blocks or cars.” Teachers provides consistent clear rules, routines and responsibilities. Listening and observing assessments are completed to learn children's personalities and how their home life may influence their behavior. Children are taught coping skills by example. For example, “Let's pick another toy.” or “I'm taking a break!” Teachers speak calmly but firm when they are guiding children’s behavior.

Environment - Classroom The classroom is a welcoming place for the children to feel at home. The teachers greet the children and their parents in a cheery and happy way. The learning environment is set up into different areas. These areas include a Art Area, Large Motor Area, Fine Motor Area, Music & Movement Area, and a Dramatic Play area. The classroom it set up with clear boundaries which can be easily supervised and there is 2 visible exits There is a quiet area set up for children to read books and do other quiet activities.

Environment - Classroom There is a variety of age appropriate toys/materials for all the children to play and use. The classroom is organized and everything has it’s own place. There is enough room for each child. Each child has a place to put their own personal items The room is set up in a way that it is easy to survey the children

Daily Schedule Our Daily Preschool Schedule We believe it is important to have a daily schedule for the children to follow. The schedule is a rough outline and can change daily. We are flexible to the children’s needs and interests.

Classroom Rules The children at the beginning of the year will help me write up our classroom rules. The teacher will then post them in our classroom and remind the children of the rules often or as needed.

Teaching Responsibility We use a helper chart to teach the children responsibility. The jobs are simple but the children look forward to seeing what job they will get to do that day. Each child will have a job throughout the week. We believe having a helper chart gives the children the opportunity to contribute and take pride in their work.

Curriculum At our center we strongly believe in the “Creative Curriculum” approach. It has been shown that children learn best through hands-on activities and play. We value play and believe it is the one of the most effective methods by which children learn. Our teachers take time each week to plan out activities around the children’s interests and are always making sure they are age and developmental appropriate. Classroom materials are selected with the children’s behavior and interests in mind. We stock our classrooms with toys that promote creative, imaginative play and the teachers provides environments where the children learn through discovery and hands-on activities. We also include in our classrooms anti-bias materials. We believe children should be exposed to all different kinds of cultures.

Communication Communication between Parents and teachers is very important. Parents are the biggest influence in their child’s life. At our center we believe in an “open line of communication.” This means that parents and teachers keep each other informed on a daily basis on how the child is doing. This is maintained through daily communication through oral and written communication. We also have monthly classroom calendars and newsletters for parents to know what is planned ahead of time. Parents are always welcome in the center at all times.

Communication Guidance Confidentiality is held at all times with parents. Guidance issues are always discussed in private and held in confidence. Parent partnership and parent participation is encouraged. The development of positive relationships is one of our main goals. Observations and yearly parent/teacher conferences are held.