Explore More sees discipline as a system of rules that teach children appropriate behavior and self-control. Discipline means knowing the rules and the consequences of not abiding by them. All children behave in some way that will be found to be inappropriate on occasion. Only positive methods of discipline which encourage self-control, self-direction, self-esteem, and cooperation are used. Corporal punishment of any kid will not be allowed.

For children, consistent and age-appropriate discipline provides them with a sense of security. A child shall not be expected to do more than their understanding and ability allows. Staff will validate each child’s importance by working to find techniques that work best to guide the behavior of each individual child. The partnership between provider and parents/guardians, supporting each other when dealing with difficult behaviors, will be of the greatest benefit of the child.

Expectations and limits at Explore More are clear and consistent. Consistent, yet flexible routines, support children knowing what to expect during their day at Explore More. Limits are set for children based on safety, responsibility, and respect. Natural consequences and reasonable choices are part of the information shared with children as part of learning self-control. Children learn that the adult present will make decisions to keep all children in care safe.

The primary goal of Explore More is to help children learn life skills through

·      Social-emotional learning

·      Discipline

·      Self-regulation

To help teach these skills, we use the Conscious Discipline program that has four components:

·      Understanding that emotions dictate behavior

·      Encouraging adults to see discipline as teachable moments

·      Creating the atmosphere of family at childcare that is safe, built on connections, and focuses on problem-solving

·      Providing adults with the skills needed to transform problems into life lessons

At Explore More, we invest time and energy in building relationships, focusing on each child’s strengths and feelings in our interactions. We respond promptly to children’s distress, believing that warm, caring interactions are necessary for relationships to grown. We treat each child individually and give each child what they need to build strong relationships with adults and friends.

Biting

Although biting isn’t abnormal for toddlers and two-year-old’s, it is a disturbing and potentially harmful behavior that parents/guardians and early childhood educators must discourage from the very first episode. Even in quality programs, where a variety of activities are available, and preventative strategies are used, biting may still occur. Understanding this behavior is frustrating for all families involved, Explore More works hard to ensure that any biting incident is handled in a way that respects all those involved. Through communication with the biter’s parents/guardians and observation within our space the goal is to develop an understand for the reasons for biting, and development of preventative measures for usage both at Explore More and at home.

Handling the biting incidents until the behavior is eliminated means:

·      The child who bit is immediately removed to an area with no children

·      The child who is bitten is taken to a quiet area where the bite is examined, cleaned, and ice applied. The bite is photo documented if any marking is present. If the skin is broken, the child’s parent/guardian is contacted so they can decide if they wish to seek medical consultation. For broken skin, medical care is recommended.

·      After care has been provided to the child that was bitten, focus shifts to the behavior with the biter. It is communicated that biting hurts and it is not accepted behavior. If the reason for the biting is clear, it is addressed.

If after all reasonable steps to change this behavior have been followed through and it is deemed to the best interest of everyone attending Explore More, then care will be discontinued. Parents/guardians will be helped to develop a transitional plan.

Some of the strategies that may be used to help prevent biting incidents:

·      Provide wet wash cloths or biting rings for biting on

·      Encourage use of words to communicate their wants and needs

·      Provide a variety of toys and materials in the child’s interest. A large majority of biting incidents occur when children want the same toy

·      Notice times throughout the day when a child is tired or becoming overstimulated

·      Notice transitional times

·      Redirection at any time behavior seems to be leading to biting

If biting is happening repeatedly, an area to consider is the child wanting attention. To eliminate the possibility, the present adult will be brief in discussion and even consider varying response routine. To also support this, whenever the child is seen playing cooperatively, sharing and being kind to another, positive encouragement about what is being seen will be provided. This line of action provides the attention for the positive behavior to be encouraged. 

When a child behaves inappropriately, is disruptive or out of control, the child is removed from the situation and allowed to calm down in a designated calm down space. This action is used to communicate displeasure with the behavior. They remain removed from the situation for 1 minute per year of age, but never more than five. Calm down time is a calming method, not a punishment. When able to communicate, the child will explain to the present staff why they were in the calm down space, what they could have done differently, and the feelings of all involved in the situation. Teaching children problem solving skills at a young age will help them learn to cope with stress and get along cooperatively. Helping children use words to express feelings will minimize physical responses to angry feelings. 

Staff will use clear and simple statements about behavior and do so positively. For example, “food stays on the table” instead of “no walking around with food.” Children will be offered choices supporting developing independent skills when possible; “Do you want to put your coat on by yourself or do you want me to help you?” To support children in solving problems, they need to have their feelings listened to and respected.