Anderson, CA
Pre-employ.com Preschool

Director's Description to School's Approach to Discipline

Each child is treated with respect and is expected to behave in a similar manner. Proper behavior and care of the equipment are modeled by the staff, necessitating a minimum of correction. DEVELOPMENT OF THE CHILDâ??S SELF ESTEEM AND CONFLICT RESOLUTION ARE PRIME OBJECTIVES FOR THE STAFF. As far as discipline is concerned, curriculum is planned that will keep the children involved and interested. Busy hands and busy minds are usually not a discipline problem. When children are treated with respect, they usually respond likewise with respect.
Problems with a child should be anticipated and diversion accomplished. Small problems are handled in a non traditional â??time outâ?? aspect. Example: we will not set a child in a corner or leave them sitting by themselves with nothing to do, all this accomplishes is the child becomes more angry about the situation. This accomplishes nothing. If we feel or the child feels they may need a few moments to themselves, we will find a quiet place for them to rest and give them something to do. Such as: puzzles, paper and pens, book or offer for them to help out a teacher with something. A â??time outâ?? is a minute per age.
If there is a more serious problem, it is dealt with in private with a staff member and the child is involved in the decision as to what should be done about it.

Director's Response to a Sample Discipline Scenario

Description of how teachers handle the following scenario: Child A and Child B are good friends and usually play together. One day, Child A decides to play with Child C and tells Child B, 'I don't want to play with you today. I'm playing with Child C instead.'


We do not force children to play with each other. It is our hope that they will on their own. What we do when this scenerio arises, is we include all 3 children and explain that child a is still child b's friend, however she wants to play with child c and that is okay. We will ask if all three friends can make up a game so all of them can play together, it that does not work, we suggest that there probably is another firned they can play with today and we start seeing who the child wants to play with. If that doesn't work and they are upset, we reinforce that she is still child a's frind and that we are their frined too and offer a hug. We will see if there is something that we can do with the child together, read a book, go look at insects, find rocks, ect. Either the other children will see what we are doing and want to become involved and we will let them and the staff will slowly step out of the picture or the other children will come over and decide to involve her in their play or child b will decide she is ready to go and do something different.

Montessori? Waldorf? Play-based?

What school type is right for your child? Is one model better than another? What does the research say?

View an example from the Savvy Source guide to learn more.

Trace around your child's foot, with shoe on, on a piece of white construction paper or card stock. Have child cut out the shoe print and add a spooky face. Glue it to a popsicle stick and you have a ghost stick puppet!

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