The ultimate goal of discipline is self-discipline—self-control and self-direction. Our goals in caring for our daycare children include directing their behavior with words and by example, so that they will learn the skills necessary to control their own behavior and cooperate with others. In our daycare it is our intention to try to prevent many behavior problems by providing direct supervision and guidance, age appropriate
activities, love and interaction, a daily routine, and clear boundaries. I have found, that most young children will “follow the leader” when taught
uses the Conscious Discipline method when guiding children (developed by Dr. Becky Bailey). Conscious Discipline links social-emotional learning with behavior management for overall success. It is based on the principle that children learn best when they feel safe, loved and calm. It is based on current brain research, child development information, and developmentally appropriate practices. Conscious Discipline® has been
specifically designed to make changes in the lives of adults first. The adults, in turn, change the lives of children.
Conscious Discipline® is a way or organizing schools and classrooms around the concept of a School Family. Each member of the family—both adult and child—learns the skills needed to successfully manage life tasks such as learning, forming relationships, communicating effectively, being sensitive to others’ needs and getting along with others. Conscious Discipline® empowers teachers and other adults with the Seven Powers for Self Control. These powers change the adults’ perception and relationship with conflict, empowering them to be proactive instead of reactive during conflict times. These core beliefs strengthen our utilization of the frontal lobes of the brain. The frontal lobes are to the brain as a conductor is to an orchestra. The frontal lobes are our moral leader.
From the beliefs instilled with the Seven Powers for Self Control emerge the Seven Basic Skills of Discipline. These skills change how adults respond to conflict in such a way as to facilitate the development of the frontal lobes in children. The Seven Skills are the only skills an
adult needs to constructively transform conflict into teaching moments. Through the Powers and Skills, adults stay in control of themselves and in charge of children.
* all information, charts and artwork listed here about Conscious Discipline have been taken from Dr. Becky Bailey’s website or book “Conscious Discipline.” For more information please consult either source.
Other Discipline Techniques
Our goal is to use as little “Discipline” as possible, we much prefer the term “GUIDANCE”….However, occasionally the need for correction and discipline does arise. When a child must be disciplined at the daycare, caregivers will choose a method most fitting to the circumstance from the following methods.
A.) Redirecting the child’s behavior often will fix the problem. By just talking with the child, explaining the rule or expectation and showing him how to change his behavior, many problems can be corrected. With very young children, sometimes just distracting the child or providing them with an alternate toy or activity can be all it takes to turn tears and tantrums into smiles and giggles.
B.) Time Out’s may be used to remove the child from a situation in order to discontinue negative behavior. The caregiver will respond immediately with a brief explanation. If the child’s behavior is out of control to the extent that he/she can not stand or sit independently, the caregiver will assist the child in calming down. The caregiver may need to stand or sit with the child in time-out, and possibly hold the child’s hand or place her hand on the child’s shoulders or back to assist the child in calming down. Breathing and relaxation techniques will also be encouraged.
C.) In order to use a consequence as a learning experience for the child, the caregiver will remove a privilege that is a logical response to an inappropriate or un-allowed behavior. For example, if the child continues to jump of the swing set in an unsafe manner after being aware of the safety rules, the caregiver may take away the privilege of swinging for a period of time.
D.) If the caregiver feels that the child has gotten out of control, in certain situations, Parent’s Involvement may be required. Daycare staff will notify a parent if this is the case, or if there seems to be a consistent problem area that needs to be addressed. Our daycare believes that it is very important for parents to work closely together in any child-rearing goals, especially with discipline issues. We want to work together with parents to solve any problems that arise. We will communicate any behavior issues with you either during our end of the day conversation, by a phone call to your home or work, or by a note or email. If a serious problem needs to be discussed we may choose to schedule an appointment to explore solutions. The communication street runs two ways—if a parent feels there is an issue to discuss regarding discipline or any other issue,
we would expect they would also voice their concerns.
Munchkin Manor daycare also feels it important to let parents know what we will NOT do when disciplining children. Children are precious, and will not be treated in a demeaning way or physically harmed in any way. The State of Michigan Licensing Rules, provide very exact guidelines regarding what is and is not allowed regarding discipline. Munchkin Manor daycare whole-heartedly agrees with this rule, as copied below, not only because it is law, but because it is right. It is there to protect our children.
R400.1913 Discipline and Child Handling. Rule 13.
1.) The caregiver shall develop and have on file a written policy regarding the discipline of children.
2.) Developmentally appropriate positive methods of discipline which encourage self-control, self-direction, self-esteem, and cooperation shall be used.
3.) Caregiving staff shall not do any of the following:
a.) Hit, spank, shake, bite, pinch, or inflict other forms of corporal punishment.
b.) Restrict a child’s movement by binding or tying him or her.
c.) Inflict mental or emotional stress, such as humiliating, shaming, threatening a child, or using derogatory remarks.
d.) Deprive a child of meals, snacks, rest, or necessary toilet use.
e.) Confine a child in an enclosed area such as a closet, locked room, box, or similar cubicle.
4.) Non-severe and developmentally appropriate discipline or restraint may be used when reasonably necessary to prevent a child from harming himself or herself, or to prevent a child from harming other persons or property, or to allow a child to gain control of himself or herself excluding those forms of punishment prohibited by sub-rule (3) of this rule.
5.) This rule is not subject to the variance specified in R 400.196