Behavior Management Policies & Procedures

It is our responsibility to be nurturing, respectful, supportive, and responsive with all of our children. Children learn what they live. We will interact with them, not just watch them. We will show the children respect and affection by:

We will give more attention to children’s positive behavior than negative. Children feel powerful when we trust them and let them do things for themselves. We are friendly and listen to children’s ideas and stories. We engage in vigorous indoor and outdoor play with the children. Spontaneous teaching moments occur often during the day. Children let us know when they need help with projects, clothing, wiping, not only by what they say but by how they stand, act, or play.

The younger the child, the greater the need for physical closeness. Infants need frequent holding, touching, and talking in a warm soothing fashion. Toddlers often need a hand to hold, a lap to sit on, or a leg to hug. A drink of water does wonders.

As children get older they need less physical contact, although hugs and warm touches are still very important. For the older child, a smile, a smile with a nod of approval, a sunburst of surprise, and a genuine interest in his/her activities, stories, or concerns are encouraging and will positively build his/her character and his/her sense of security as we interact in a friendly and relaxed manner.

We will be here for your child with the kind of attention and affection each child needs.

Children will be given choices and options throughout the day. Sometimes we choose for them. Sometimes we narrow down their choosing:

“Would you rather continue holding your teddy bear or join us for music time?”

We get to learn and understand the children’s individualities and plan activities to reflect their uniqueness.

Infants and younger toddlers set their own schedule by letting us know when they are tired, hungry, playful, and so forth. We do keep them on a daily schedule to an extent, but cater more to their specific needs.

We will apply natural and logical consequences when different behaviors are exhibited.

Example: A toddler quickly takes his/her shoes off outside and gets wet socks and feet. He/she may have to come inside when others get to finish their fun.

Example: A school age child spills his milk. We may give him paper towels to clean it up.

School age children are greatly influenced by their peers. Familiar routine, a clear set of ground rules that they may have had a part in designing, demonstrating fairness at all times and allowing them to help out, will blend us into a well-organized family.

We will re-direct a child from a stressful situation to an acceptable alternative to help the child learn self-control. We may give a troubled child an opportunity to come and be a helper. We will praise his acceptable qualities. We do not call a child “bad,” only we focus on the behavior as being “unacceptable.” We will remind a child who perhaps was hitting, that hitting hurts. Children are truly lovable because they forget and forgive each other so readily!

We also focus on talking about the good behavior rather than “name the child”.

Example: "Good listening, Jane! Excellent singing, everybody! Perfect cleaning job!" (vs.You are a good listener. You are good singers.You are perfect cleaners.)

Spanking or any form of Corporal Punishment is prohibited on the daycare children or in visual or auditory range of daycare children.