 Within our learning communities, two important goals drive our guidance and discipline. We strive to develop as sense of safety and a sense of self and others in young children. Young children learn through encouragement , repetition, and modeling and the intent of our guidance and discipline systems are to provide structure and guidance in relation to appropriate expectations, interactions, and behaviors so independent, self-regulated learners can emerge. Learning is supported through supervision, accommodations, modeling, enrichment, and active listening.
The children will:
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Keep themselves safe
Children will learn to keep their bodies placed safely on climbing and other equipment and to do activities safely.Additionally, guidance will be provided so children can learn ways to keep their bodies healthy with appropriate health routines and cleanliness.
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Keep other children safe
Children will be guided to learn how to refrain from acting on impulse and hurting other people. Numerous positive guidance techniques to help children learn to make positive choices and interact with each other in positive manner.
· Keep everyone's feelings and emotions safe Through modeling and demonstration, children will learn learn positive verbal responses to communicate with each other.The goal is to support each child’s self-esteem by surrounding them with an environment that values their individual personality and contribution to the classroom community.
· Keep materials and equipment safe: Children will be helped to use the classroom materials and equipment in a purposeful manner as well as to assit with clean-up routines. Children are a part of this developmental process and will learn the social skills needed to interact within their community. Children will be reminded that their goal is to keep everyone safe.We keep our own bodies safe. We keep other people’s bodies safe. We keep everyone's feelings safe. We keep equipment and materials safe.
The learning community will assist children in beginning to develop a sense of self-regulation over their choices in relation to other and materials. In order to foster this development, children will be supported to varying degrees in order for independent, slef-regulated learners to emerge.
Conflict Resolution - Negotiation In any community, there are inevitable situations or conflicts that may arise which can become potentially negative for individuals or for the community.Therefore, it is critical that a safe, nurturing environment be established so children feel safe and free to maneuver, explore, initiate interactions, and take risks. Children will be taught, through repetition and review, use of visuals, and demonstration and modelling, the resolution skills needed to solve problems.
Affirmations and Redirection Positive affirmation statements, "I messages," reinforcement, acknowledgement, rituals of recognition ("Hi," "Nice to see you"), and narration (put into words what is happening that is noteworthy) will be used to foster self-esteem and help children develop confidence in their own abilities.
Limits Each child's age, stage of development, and instructional level help determine limit setting. When limits are pressed, children will be taught acceptable alternative behaviors. If a child has difficulty with limit setting, then proximity control may be needed until he or she is safe and ready to resume positive interactions or choices.
Overall, the guidance and discipline systems are provided throughout the school day. Traditional "time out" practices are not a part of our system. If staff need a parent's assistance, need to know more about what is happening with a child outside the classroom, or want to consult with a parent, they will talk with the parent at arrival or departure time or via phone. If the situation warrants more detailed discussion, then staff will request a parent conference.No situation of importance will be ignored. Parents will always be consulted and be part of the process of supporting their child’s development.
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