Small Group, Large Group and School Age Child Care Licensing

TECHNICAL ASSISTANCE: Child Guidance

Askanyoneandtheywilltellyouthathelpingchildrendevelopself-controlisanenormouschallengeandresponsibility.EffectiveChildGuidancepracticeshelpchildrentoformstrongrelationshipswithothers.Positiverelationshipsbetweenadultsandchildrenarekeytoachild’ssocialandemotionaldevelopment.

TheDepartmentofEarlyEducationandCaresupportsthetremendousworkthatisdoneeachdayinchildcarecenters,schoolageprogramsandfamilychildcarehomes.It’syourhardworkandeffortsthatmakechildcareprogramsandfamilychildcarehomessafe,caringenvironmentswherechildrencangrow,discover,playandlearn.

ThepurposeofthistechnicalassistancepaperistohelpprovideadditionalinformationandassistanceaboutEECapprovedChildGuidancepractices.EECregulationsrequireteachers/providerstodevelop,andtousechildguidancepoliciesinaconsistent,reasonable and appropriate way; based on an

understandingoftheindividualneedsanddevelopmentofachild.1

Newresearchonearlychildhooddevelopmentstatesthatchildrenundergotremendousintellectual,emotionalandphysicaldevelopmentfrombirthtoagefive;andprovidingsafe,lovingandenrichingenvironmentsforchildrenatthisstageiscrucialto

futuredevelopment.TwoofthekeyfindingsfromthestudyFromNeuronstoNeighborhoods:TheScienceofEarlyChildhoodDevelopmentare:1)Healthyearlydevelopmentdependsonnurturinganddependablerelationships;and,2)Howyoungchildrenfeelisasimportantashowtheythinkparticularlywithregardtoschoolreadiness.Theclose,consistentrelationshipsestablishedbetweenchildren and qualified caregivers are the building blocks for further healthy

1 EECGroupChildCare Regulation7.10(1)

development.Relationshipsthatarecreatedintheearliestyearsarebelievedtodifferfromrelationshipscreatedinlateryearsbecausetheyareformativeandconstituteabasicstructurewithinwhichallmeaningfuldevelopmentsunfolds.2Thepositiverelationshipsandbondsthatdevelopbetweenthecaregiverand

thechildrenarethefoundationandunderpinningtosuccessfulexperiencesinchildcareandinpreparationforschool.

PreventProblemsfromtheStart

Effectivechildguidancebeginslongbeforeproblemsstart.Teachers/providershavetoassesstheirownattitudesandbehavior,theprogramenvironment,thedailyactivityschedule,andtherulestheyexpectchildrentofollow.Teachers/providersneedtohaveaworkingknowledgeofchildgrowthanddevelopment;modelthekindofsocialskillstheywanttosee;planhowtousetheclassroomandtheoutdoorenvironmentstohelpchildrenlearnsharingandcooperation

skills;howtoadapttheday’sactivities,(includingtransitions),tobemoreresponsivetothechildren;andquestionwhethertheexpectationsofthechildrenintheircareisrealistic.

Onceacomprehensivepreventativeapproachisputinplace,teachers/providersmayhavetorespondtochallengingsituationsinwhichtheyhavetophysicallyintervenetostopchildrenfromhurtingeachother,themselves,ordestroyingtheenvironment.Teachers/providerscan’tallowchildrento“fightitout”ortodestroythings.

ChildGuidanceprinciplesmustalwaysbe implementedinaconsistent,reasonableandappropriateway;basedonanunderstandingofthechild’sindividualneeds.

2From Neurons toNeighborhoods: TheScienceof Early ChildhoodDevelopment.NationalResearchCouncilandInstituteofMedicineof the NationalAcademies

Basic Techniques

Routine child guidance practices should include but are not limited to the following:

•Having a sound understanding about the principles of child growth and development;

•Preparing a stimulating and educational environment with a varied curriculum and plenty of age appropriate play materials;

•Creating consistent routines and planning ways to have smooth transitions, enabling children’s waiting times to be productive;

•Modeling appropriate behaviors and positive attitudes;

•Learning about the child and family history;

•Understanding how individual children respond to different cues, and understanding that no single technique will work for all situations;

•Being clear about rules and being consistent in applying them;

•Providing opportunities for children to learn guidelines for acceptable behavior;

•Resolving problems as they occur and reminding children of the rules when a problem erupts, (when appropriate children should play a role in resolving their problems);

•Recognizing children’s feelings when discussing their unacceptable behavior with them, (separation of one’s disapproval of the behavior from the care and respect for the child);

•Reducing opportunities for problem behaviors before they begin by focusing children away from potential problems and expending efforts towards redirection;

•Helping children learn about natural consequences because appropriate natural consequences appeal to their sense of logic, “When I do this; this is what happens”;

•Teaching children coping mechanisms such as, “Taking a break,” and, “Picking another activity”;

•Helping children “brainstorm” to solve problems and make choices because it helps promote self-esteem and teaches problem solving skills;

•Knowing when to respond to inappropriate behavior and noticing appropriate behavior; and,

•Creating an individual action plan for a child that identifies the child’s challenging behaviors and includes ideas for how the child care teacher/provider and the child’s parents can work to resolve them.

Childrenmayactoutindisruptivewaysforavarietyofreasons,manyofwhichare,infact,developmentallyappropriate.Earlychildhoodprofessionalsshouldrespondtodisruptivebehavioraccordingtotheparticularchildandsituation,butthechildguidancegoalisalwaysthesame.Thegoalmustalwaysbetoprovidechildrenwithsupport,teachchildrenhowtobuildself-controlandkeepallofthechildreninthechildcareprogramsafe.

EffectiveWaysAProviderMayRespondInclude:

  • Separatethechildfromtheenvironment,buthavethechildremainwithintheteacher/provider’simmediateanddirectsupervisionuntilthechildisabletoregainself-controlandre-jointhegroup;
  • Havetheteacher/providerplacehim/herselfincloseproximitytothechilduntilthechildisabletoregainself-controlwhenthechildcannotberemovedfromtheenvironment.Inthisinstance,theteacher/providermustalsoremoveanythingwithinthechild’simmediatereachthatisapotentialdangertothechildorothers.
  • Ifnecessary,theteacher/providermayuseanotheradulttosupportandassistincalmingthechilduntilthechildisabletoregainself-control.
  • Talkcalmlytothechild;thisisalwaysappropriate.

ThereisadifferencebetweenChildGuidanceandpunishment.Thatdifferenceplaysabigpartinthekindofpersoneachchildbecomes.

PositiveChildGuidance

DepartmentofEarlyEducationandCarelicensedprogramsmaynotusechildguidancetechniquesthatuseofanyformofpunitivepunishmentorphysicalrestraint.Punitivepunishmentisspankingoruseofotherphysicalformsofabuse;subjectingchildrentocruelorseverepunishmentsuchashumiliation,verbalabuse,neglect;deprivingchildrenofmealsorsnacks;forcefeedingchildren;anddiscipliningachildforsoiling,wetting,ornotusingthetoilet;orforcingachildtoremaininsoiledclothingorforcingachildtoremainonthetoilet,orusinganyotherunusualorexcessivepracticesfortoiletingandother practicesusedtomotivatethechildtobecomemorecompliantwiththecaretaker’sauthorityanddemands.Physical

restraintinvolvestheuseofphysicalforceonthechild’spersonbyacaretaker.Thisisdonetocontrolthechild’smovementsand/oractionsinordertomotivatethechildtobecomemorecompliantwiththecaretaker’sauthorityanddemands.

TheDepartmentofEarlyEducationandCarebelievesthatbehavioralcontrolisneitherlogicalnorappropriateforchildreninchildcaresettings.Noformofpunitivepunishmentorphysicalrestraintmaybeusedonachildfordisciplineorfortheconvenienceofothers.

EmergencySituations

Respondingtoanemergencysituationisneitheraneasytasknoronethatshouldbetakenlightly.Thebestpreventionistoknowthechildrenbasedonyourexperienceswiththemandtheinformationyouhaveaboutthemfromintakeinformationorfromtheparents.Usefulinformationmayincludepersonalityandhabitsofachild,(i.e.,Ifyouknowthatachildisnotcapableonagivendaytojoinagroupactivity,thencareshouldbetakentomakeotherprogramarrangementsforthechildtoavoidbecominginvolvedinastrugglethatmightleadtoanegativebehavior).

Dealingwithchildrenwhoactoutin disruptivewaysthatplacethem inimminentharmorendangerothersrequiresagreatdealofskillandtactfromtheteacher/provider.Theteacher/providermustalwaysconsidertheimmediatesafetyof all the children in the program when responding to situations. A

teacher/provider mayonlysupportivelyholdachildinrarecasesofanemergencywhereadangerousthreattoachildexists.Theteacher/providermayonlyholdthechildlongenoughtoremovehim/herfromthedangeroussituationandwhenappropriate,returnhim/hertosafety.

Supportiveholdingofchildrenshouldbeconsideredonlyinthefollowingsituations:

  • Thechild’ssafetyisatrisk;
  • Thesafetyofotherchildrenoradultsisatrisk;
  • Thechildmustbemovedinordertobesafelysupervised;
  • Thechilddemonstratesasustainedbehaviorthatishighlydisruptiveand/orupsettingtootherchildrennecessitatingmovingthechild.

Supportiveholdshouldnotbeimplementedunless:

  • Thesafetyofthechildandothersdemandsimmediateintervention;or,
  • Allotherpossibleinterventionshavebeenattemptedpriortosupportiveholding;and,
  • Thesupportiveholdshouldonlybesustainedlongenoughtoremoveachildfromanunsafeenvironmentorkeephim/herfromhurtingselforothers.

Touchiskeyinchildren’shealthydevelopment,soitdoesnotmakesensetoadopta“no-touch”policywhenchildrenarehurting–orintendtohurt–otherchildren,adults,themselves,ordamagethethingsaroundthem.Whenchildren

behaveindangerousordestructiveways,teachers/providersshouldphysicallyinterveneinacalm,nurturingmannerthatisresponsivetothespecificsituationandthechild’sdeveloping abilities and capacity to

understand. Itmaytaketheform ofhugs,takingachildbythehand;pickingupachildandmovingthechildtoasafearea;andholdingachildonone’slap–familiarwaysoftouchingthatacknowledgeandaffirmthechildwhileinterruptingtheirbehavior.Teachers/providersmustproceedwiththeawarenessthattouchmaynotbewelcomedbyachild,especiallyifthechildhavebeenvictimizedbyphysicaland/orsexualabuseorwitnesseddomesticviolence.

Ifteachers/providerswanttostopchildrenfromhurtingotherchildren,themselves,adults,ordamagingtheirsurroundings;thenteachers/providers,themselves,mustconsistentlyshowrespect,self-control,andconsideration.Teachers/providersmustresistexhibitingangerorfrustrationthatmatchesthetenorofthechild’snegativebehavior.Ifteachers/providersreactangrilytoachild’sviolentbehavior,theyarenotpresentingchildrenwithanalternativemodelofhowtorespondtotaxingsituations.

Whentouchisonlyusedasalastresortinchildguidancepractices,itwillinvariablyconveyanegative,punitivemessage.Physicalinterventionbyacomposed,caringadultcanbeareassuring,healingexperiencethathelpsthechildregaincontrolofhim/herself.

Occasionally,childrenmaynotbeabletoregaincontroloftheirbehaviorinspiteoftheteacher’s/provider’sbestefforts.Theprovidershouldseekhelpfortheseinstances.Thesearesituations,whichmayresultinoneofthefollowing:

  • Thechild’sbehaviorissointensethatitislikelythechildwillbeisolatedandostracizedbytheotherchildrenifitcontinues.
  • Thereisa serious possibility ofharmto the child, the other children,or staffandithas become extremely difficultforthis child/orother childrentolearnandgrowintheprogram.
  • Thechild'sbehaviorconsumessomuchoftheprovider’stimeandenergythattheproviderhasconsideredaskingparentstoremovethechildfromtheprogram.

WheretoFindtheHelpyouNeed

Fortunately,thereareindividualsandagenciesthatcansupportchildcareprovidersinaddressingtheneedsofchildrenwhohaveextraordinarybehavioralchallenges.Childrenwithmentalhealthproblemsneedtobereferredtomentalhealthservices.

Theseissuesandadditionalinformationmayobtainedfromthefollowing:

  • LocalCommunityMentalHealthAgenciesforeducationaltesting,counselingservices,therapyand/orbehavioralconsultation;
  • DepartmentofSocialServiceswhenanabuseorneglectissueissuspected;
  • LocalEarlyInterventionProgramsand/orRegionalConsultationTeamsfundedbytheDepartmentofPublicHealthandDepartmentofEarlyEducationandCareforchildrenrequiringadditionalservicesduetotheiruniquedevelopmentalandspecialneeds;
  • ChildWitnesstoViolenceandlocalbatteredwomenshelters;
  • LocalEducationAuthorityforchildrenoverthreeyearsofageforinformationregardingSpecialEducationServicesandCOREevaluationsforachild;
  • LocalChildCareandResourceandReferralagenciesforinformationaboutcustomizedchildcaresearchesandplacementinformationforparentsofchildrenwithspecialneeds,localtrainingopportunitiesandinformationabouttheirresourcelibraryandhowtoaccessitaswellasinformationaboutotherlocalresources;
  • RegionalDepartmentofEarlyEducationandCareChildCareLicensingSpecialistfortechnicalassistanceregardingchildgrowthanddevelopmentmatters,licensingconcerns,licensingregulationorpolicyinterpretations;and,
  • RegionalDepartmentofEarlyEducationandCarePolicyandTrainingAdvisorsorRegionalContractingandMonitoringCoordinatorsforinformationonsubsidyresourcesincludingflexiblefundingforchildrenwithdisabilitiesoramentalhealthdiagnosis.

DevelopingaChildGuidancePolicy

Keycomponentsforagoodpolicy:

Thechildguidancepolicyshouldincludethefollowing:

1.TheprohibitionsintheDepartmentofEarlyEducationandCareregulations

  • Spankingorothercorporalpunishmentofchildren;
  • Subjectingchildrentocruelorseverepunishmentsuchashumiliation,verbalorphysicalabuse,neglect,orabusivetreatment;
  • Deprivingchildrenofmealsorsnacks;
  • Usingmethodssuchasforcefeedingchildren;and,
  • Discipliningachildforsoiling,wetting,ornotusingthetoilet;orforcingachildtoremaininsoiledclothingorforcingachildtoremainonthetoilet,orsuinganyotherunusualorexcessivepracticesfortoileting
  • IncludinganotationinyourpolicythatDepartmentofEarlyEducationandCaredoesnotallowandlicensedchildcareprogramstousedisciplinetechniquesthatrequiretheuseofanyphysicalrestraint.

2.Childguidancegoalsthathelpchildrenwiththefollowing:

  • Tobesafewiththemselvesandwithothers;
  • Tofeelgoodaboutthemselves;
  • Todevelopself-controlandgoodcopingskills;
  • Toappropriatelyexpresstheirfeelings;
  • Tobecomemoreindependent;
  • Tobalancetheirneedsandwantswiththoseofothers;
  • Tolearnnewproblem-solvingskills,includingnon-violentconflictresolution;and,
  • Tolearnaboutconservation–touseequipment,materials,andotherresourcesincaring,appropriateways.

3.Methodsofchildguidancethatincludethefollowing:

  • Planforappropriatebehaviorthroughtheenvironmentbyarrangingfurnitureandothermaterialstoencourageactivelearningandindependence;
  • Plandailyschedulingthatpreventsboredom,waiting,hurriedness,withtimetorelaxandenjoyactivities;
  • Adailyroutinewithampleopportunityforchildrentoselectactivitiesandmovebetweenthemattheirownpaceandonethatgiveschildrenamplenoticeoftransitionsaheadoftime;
  • Providechildrenwithexpectationsthatareclear,age-appropriateandappliedinaconsistentway.Allowchildrentoparticipateintheestablishmentofrules,policiesandprocedureswhereappropriateandfeasible;
  • Reinforcepositivebehaviorbyrecognizingchildren’spositiveactions;
  • Adultsmodelappropriatebehaviorbybeingconsistentwithwhattheprogram’sexpectationsforchildren;
  • Redirectchildrentowardpositiveactivitiesbyinterruptingachild’snegativebehaviorandsteeringthechildtowardanacceptablesubstituteactivity;
  • Teachchildrennewskillsandencouragethemtodiscussandresolvetheirconflictsontheirownorwiththeadult’sassistancewhennecessaryratherthanimposinganadult’ssolutiononthem.Encouragechildrentoexpresstheirfeelingsinwordsandtoresolveproblemspeacefully;
  • Ignoresimpleinappropriatenegativebehaviorthatisunpleasant;
  • Workinclosepartnershipwithparentstoaddresschildren’sdifficultiesathomeandattheprogram.Developsharedunderstandingtodevelopconsistencybetweenhomeandchildcare;
  • Observeanddocumentchildren’sbehavior;
  • Meetwithparents,keeptheminformedoftheirchildren’sbehaviorsanddocumentyourparentdiscussions;
  • Assessspecializedsupportservicesifachild’sbehaviorcontinuestobeharmfultothemselvesorothers.Withwrittenparentalpermission,referthefamilyformentalhealthcounselingorotherspecializedservicesthatcanhelpaddressthechild’sbehaviorproblems.Followyourpolicyforreferrals;

4.Supportsthatareavailabletoassistchildguidanceefforts

  • Learnandlistcommunitysupportsavailableasanaddendumtoyourchildguidancepolicy;and,
  • Includeaddendumlanguagethatrequirescenterbasedstaff,(familychildcareassistantsifyourprogramisfamilychildcare),attendcommunitytrainingregardingchildguidance/techniquesandgoodearlychildhoodpracticesbasedontheirindividualneeds.

Testthepolicy

Askyourselfandothersinyourprogramthefollowing:

1.Isthepolicypractical?

2.Isthepolicyage-appropriateforallthechildrenyoucareforandforyourenvironment?

3.Willcenterbasedstaff,(orfamilychildcareassistantifprogramisfamilychildcare),beabletoincorporatethepolicyandproceduresintothedailyoperationsoftheprogram?Whattrainingmaytheyneed?

4.Istheinformationinthepolicyaccessibleandeasytouse?

5.Does thepolicy dowhat it’s intended to doregarding the children’shealthandsafety?