Each week the Sheldon staff reviews one of our Head Start Policies & Procedures and felt it was important that families stay up to date on these as well. This quarter our focus is on Mental Health, Child Development & Education, Disability. If you ever have any questions regarding our policies and procedures, please reach out!
Behavior Management
POLICY:
Committed to using positive behavioral strategies when teaching children how to manage their own behavior. Child guidance and classroom management decisions will promote positive social skills, foster mutual respect, strengthen self-esteem, and support a safe environment. This policy relates to Head Start Performance Standards 1302.45 Child mental health and social and emotional well-being.
PROCEDURE:
1. The use of corporal punishment is strictly forbidden. It is grounds for immediate termination. Withholding of outdoor play, food or access to bathroom, name calling, video and/or picture taking with regards to child behaviors or any other form of demeaning treatment is strictly forbidden. Use of such methods will result in disciplinary action.
2. The classroom will be designed to assist children in developing social emotional skills by providing:
- a daily schedule engaging children mentally and physically
- a variety of materials and planned activities designed to encourage individual and group play
- books, stories, puppets, and other experiences to reinforce positive social behavior
- continuous opportunities to experience success
- an area for children exhibiting inappropriate, non-aggressive behavior (this does not mean children who are fidgety during circle time activities, but children who cannot attend to certain task)
Examples of an area are:
- calming/relaxing station
- book area
- ready spot
Classroom staff will:
- provide an environment of acceptance for each child, providing positive labeled praise and encouragement for positive social behavior
- show respect for children’s feelings and ideas
- implement opportunities for children to develop social skills
- recognize and nurture children’s friendships with peers
- plan activities that support children’s interactions
- encourage children to resolve their own conflicts while respecting the rights of others
- help individual children manage stressful situation and events
- provide challenging activities, according to children’s developing skill level
- involve children in the development of classroom, playground and transportation rules.
- rules must be posted in the classroom in appropriate areas
- rules should be stated positively and specifically (avoid “no”, and “don’t” as much as
possible)
- four to five rules are recommended
- rules should include pictures as much as possible, (photos, clip art, etc. of children are
appropriate)
- identify consequences for following and not following the rules (review Time-away
Procedure and use of timer
- review daily at the beginning of the school year and as often as needed
10. recognize that children have individual rates of development as well as individual interest, temperaments, languages, cultural backgrounds, and learning styles
11. plan for routines and transitions so that they occur in a timely, predictable and unrushed manner according to each child’s needs
12. Use time-away only if child is hurting themselves, others, or willfully destroying property (see Time-away procedure)
For some children additional accommodations will be necessary.
If a child continues to display out of control behavior, make sure to document through concern sheets.
