Philosophy of Discipline
All
children, especially pre-schoolers, present discipline problems. At best, a pre-schooler is curious, inventive, eager and
independent. At worst, he is obstinate and clinging. Children are not born with the ability to reason right from wrong, acceptable/unacceptable
behavior. They have very little self control. It is our job as parents and caregivers to teach through guidance and example.
Throwing a
temper tantrum seems to be a two year old's favorite way of showing his displeasure. As quickly as possible we try to
restore calm and order. This teaches the child how to handle frustration and anger in a more acceptable manner. Be positive
when talking to him about his behavior. Tell him exactly what you want him to do, not what you don't want him to do. Support
good behavior with praise. As he becomes more calm, draw his attention away from whatever caused the outburst and do not mention
the incident again. Forget the unpleasant situation. As difficult as these outbursts are to cope with, they stop within a
short period of time as the child matures.
When caregivers are calm, the children usually follow through with reasonable/responsible actions.
Children are aware of and sensitive to the caregiver's feelings and reactions. Calmly give the command or request. Be
specific and brief, stress immediacy, and give the reason. If the child does not respond, explain slowly exactly what
you wish him to do. Be positive rather than negative. If he still insists on being contrary, he might be ready for some "time
out. All children love to say "NO"! Again, remember this is just a stage they are going through. Explain that this
is necessary that they do whatever you've asked them to do. An important point to remember is that children need consistency.
If you ask them to do something and they refuse, follow through. If it's not really important that the child respond to
a particular task, we might start out by asking "Would you please help me..." or "How would you like to ....‘.
Since you did not give the child specific directions, it is not necessary to follow through.
Of course, all children like to receive rewards, so a good way to get toys picked up, clothes put away, etc., is "How
about picking up these toys right now so we can go for a walk".
We encourage good behavior in group play by complimenting sharing, taking turns, helping
etc. The pre-schooler must learn that the world does not revolve around his wants/desires. If the child isn't getting
along in a group situation and is being aggressive, give the command to "stop hitting" (or whatever), and then give
the choice of continuing to play or leaving the group. Give a reason for stopping whatever wrong he is doing, i.e. hitting
hurts. Sharing is a very difficult thing for a pre-schooler to handle. At home, everything ‘is possessive, aggressive
- MINE. Away from home, although the child may be more passive, they may soon associate certain favored objects as "mine".
Sharing is something that cannot really be rushed but should certainly be encouraged. Children go through a "grabby"
period about the same time as the "Mine". They claim ownership of any toy they have played with, are playing with,
or will be playing with In the future,
When parents drop the child off at nursery school in the morning, the child will have less trouble
with the separation if the parent has a positive attitude. Assure the child that. We are very happy to have him with us, point
out toys that might be of interest to him, and assure him that his parent will be picking him up after school. A hesitant,
nervous parent will encourage a clinging child. Leaving a child with a caregiver is very difficult for many parents, especially
new, first-time parents. They feel guilty, sad, and lonely and worry about the quality of care that will be given to their
child. All parents are to be encouraged to visit our school, schedule a conference, or telephone as often as necessary, to
be assured that their child is receiving the best care. Until the parent feels comfortable with leaving their child with us
and is assured of his well-being.
In order to foster a Childs sense of identity and individuality, we encourage proficiency in all play areas
to develop both gentle and positive assertive behavior. Hopefully this will help a child to grow into a caring and nurturing
parent and a successful professional in the work place.At nursery school, a child usually develops/matures more quickly than he would at home.
This is not because of neglect, unloving parents; nor is it because the parents do not devote their time and energies to the
child's well being. At home, many things provided are automatically given to the child before he has had a chance to ask
for it. With minimum effort on the part of the child, through pointing and grunting, his needs or wants are met. The parent
does not always have the time or the patience to encourage language. Household duties, other children, and other chores leave
little time to effectively communicate. On the other hand, many parents feel the need to push their child beyond his capabilities.
Each child moves at his own pace, and pushing him can be more damaging than doing nothing at all. Children learn so easily;
everything is new and exciting to them. Watching their delight and amazement over ordinary things can be a wonderful experience
to all adults.
Nursery
school teachers, more than actually teaching in the conventional sense, teach by providing example. We do not "teach
as much as encourage, play, respond, and enjoy. Nursery school is geared for the young child's particular ability, unlike
the later school setting to which the child must adapt to the system.
We allow as much freedom as the child is capable of handling. If rules are broken, the
child knows he must pay the consequences - leave the room or group, sit on the time-out' chair, have the toy put away,
etc.
Pre-school
years should be a time to play, a time for learning about the world more than learning from books-a time for growing, mentally
and physically - and just enjoying. Every child needs understanding, appreciation, encouragement, Support and help. Try to
understand each child's inborn individuality. However a child "turns out" depends on that happens to him in
life, the way he is treated, and the way he interacts with his environment.
We spend our time with your child, not just around your child. Our time is spent
being with him, talking, laughing, playing, and listening. We move from one project to the next at his pace as the child gets
older and his attention span is greater, we become more involved with the academic teaching, readying the child for entrance
to kindergarten. By the time the child is ready to begin his formal education, we, parents and caregivers have hopefully instilled
in him the love, wonder, compassion and strength necessary to go forward.
In accordance with The manual of Standards for Child Care Centers,
p. 115, section 10: 122-6.8, the following
shall be adhered to:
Discipline
The methods of guidance and discipline used shall be positive, consistent with the developmental needs of the Children
and applied with the knowledge and under standing of. The parent (s).
There shall be no use or hitting, corporal punishment, Abusive language. Ridicule, or harsh,
humiliating or frightening treatment, or any other kind of child abuse/Neglect/exploitation.
Discipline shall not be associated with the
behavior of Children,regard to rest, toilet training or food.
Children shall not be Isolated without supervision.
Disciplines shall not be associated with the, withholding
of emotional responses or stimulation and shall not require the child to remain silent for long periods of time.
