It is vital to the well being and successful development of young children that they have clear, consistent, and appropriate limits on behavior. Because of our commitment to developing a positive sense of self-esteem, and independent, responsible, and caring behavior on the part of children, we approach “setting limits” (discipline) in a predictable, clear, and sensitive manner. The limits we set arise from two areas of importance: not hurting oneself or others, and respecting everything in the physical environment. We also set up the environment to minimize the necessity of limits, and share control with children in the decision-making process. In “disciplining” a child, our primary goal is to support the child in developing awareness in these two areas and then establishing effective “inner discipline” or self-control. This reduces their dependence on adult-imposed control. Since developing “inner discipline” is our primary objective, setting limits is treated as a learning process.
If a child’s behavior is inappropriate or unsafe, an educative consequence appropriate to the behavior, age and individual child is applied. Our first course of action is positive redirection (for instance a child may simply be directed to another activity) and facilitation of “win-win” problem solving. Generally, these two approaches are successful. If they are not, other strategies are utilized, which may include the utilization of the “quiet corner” for a brief time until the child is more in control and able to respond to or follow safety guidelines. The “quiet corner” is child initiated and used as a calming down time with adult supervision as opposed to “time out” which is teacher directed and punitive in nature. “Time out” is not a strategy utilized at the Center. Toddlers receive many, many messages and reminders (both verbally and physically) from the teachers regarding what is appropriate and safe.
With children who are three, four and five years old “quiet corner”, or “calming down time” may also be utilized. This down time is not a punishment and is not intended to be humiliating. It is used as a mechanism to assist the child in calming down, reassessing the situation, and re-establishing some inner control. It also provides the teacher and child an opportunity to talk about feelings. Once the child and teacher talk, the child lets the teacher know when he/she feels ready to participate in an appropriate manner. AT NO TIME WILL A CHILD BE STRUCK, ROUGHLY HANDLED, VERBALLY ABUSED, OR DEMEANED AS A DISCIPLINARY MEASURE. We are happy to discuss our philosophy of developing internal discipline with you individually.