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POSITIVE GUIDANCE
AND BEHAVIOR MANAGEMENT POLICY
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Because the
classroom is a social group where children encounter and respond
to new experiences, it is important that professionals guide
children toward behaviors which are acceptable. This can best
be done by taking a role which models, supports and fosters
desired behaviors while considering input from parents,
teachers, management, outside resources and children. |
The
goals of the Positive Guidance and Behavior Management Policy
for BDN are to encourage and support each child as he/she gains
inner self control and develops a healthy self concept. Each
child is encouraged by example to: |
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respect themselves, their environment and those around them, |
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understand how their words and actions affect others |
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develop the
ability to control their own behavior |
Guidance shall be
consistent, safe, and developmentally appropriate. The ultimate
goal of all guidance methods will be to create the best possible
environment to promote the safe unobstructed growth and development
of each individual child and of all children.
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Per OCCS
Regulations: |
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Corporal
punishment (physical abuse) shall not be used. |
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No child shall
be subjected to cruel or severe punishment, humiliation or
verbal abuse. |
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No child shall
be denied food as a form of punishment. |
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Although
children are encouraged to eat a variety of nutritious, healthy
foods, no child shall be forced to eat against his will. |
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No child shall
be punished, humiliated or sent home for soiling, wetting or not
using the toilet. |
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Training:
It is the policy of BDN to provide on-going training in the area
of guidance and behavior management. Staff are provided with a
variety of resources to increase their knowledge, to develop
strategies, and to investigate and effectively apply new methods
and current philosophies in the understanding of behavior in
young children. Training opportunities may cover a wide range
of topics including but not limited to: observing children,
collecting data, conflict resolution, developmentally
appropriate practice, and documentation. |
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Techniques:
Understanding child development in combination with knowing the
individual developmental level and behavior styles of children
allows professional caregivers to anticipate potential problems, and
provides for the most effective use of positive guidance techniques
when problems do arise. Preventive guidance approaches may include
providing an appealing room arrangement, effective scheduling,
minimal waiting time, smooth transitions and an interesting and
active curriculum. |
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Recognizing
that children are in the process of learning how to function as
part of a classroom group, and that children are at different
individual levels, expectations must be appropriate for each
child. These expectations must be conveyed to the child in a
developmentally appropriate manner. Desirable behavior shall be
praised and undesirable behavior shall be redirected. If
redirection of a child’s undesirable behavior does not result in
a decrease of that behavior, the staff shall modify strategies
to include: |
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Communicate with the child at eye level |
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Observe the child for signs of a reoccurrence of the undesirable
behavior |
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Offer the child alternative ways to deal with the issue which
prompted the undesirable behavior |
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Provide a guided walking “time out”, during which resolving of
the problem can begin |
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If necessary, remove the child from the situation to allow for a
stationary “time out” or a cooling off period |
During any time out
session, the staff will attempt to communicate with the child to
discover the cause of the undesirable behavior, to explain to the
child what the actual undesirable behavior was, to acknowledge the
child’s feelings and to share with the child what is expected to
re-enter the group activity.
All
endangering or destructive behavior will be documented on an
“Incident Report” by the classroom staff and other support personnel
involved in an incident. The documentation shall record the date,
time, location, staff, child, events leading to the incident, a
summary of the actual incident, staff intervention and resulting
behavior due to the intervention, and a follow-up of the plan.
Removal:
At times it may be necessary for staff to physically remove a child
from an endangering situation to ensure the child’s safety
and/or the safety of the other children and/or staff. If this type
of physical redirection becomes necessary, the parent will be
notified of the incident by phone and in person, if possible, and in
writing via the “Incident report.” A copy of the “Incident Report”
will be kept in the child’s folder. The program supervisor will be
notified immediately when such physical removal has been necessary.
The child is
removed from the classroom only if there is continued
physical threat of physical harm to self and/or others. Short term
in-house, supervised removal from the classroom will be assisted by
support personnel. It may also be necessary to contact the parent
to remove the child for the remainder of the day. If
an outside agency referral and/or placement determines that the
child’s needs are best met by another agency, BDN will make every
effort to support the family throughout the transition.
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Alternatives:
Alternative
solutions to improve the child’s behavior will be discussed with
appropriate personnel and the child’s parent(s). Examples of
alternative intervention may include: |
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collaborating on a home/school discipline plan (ex. Positive
Behavior Chart) |
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shortening the child’s day |
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alternative day care services |
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referral for
support services and/or a public school TEAM evaluation. |
Every opportunity
to strengthen ties between parents and the program must be
examined. Parent cooperation is necessary to create and foster an
effective team approach to assist the child to gain self control and
learn appropriate life long skills.
If a parent
repeatedly refuses to acknowledge the issue or is non-cooperative,
child care services may be terminated.
BDN reserves
the right to determine whether the program can continue to meet the
child’s developmental needs. |
