Guidance (Discipline)

Since a child's self-esteem develops through positive interactions early in life, the discipline techniques used are extremely vital in this process.  Gentle guidance, soothing compassion, peaceful persuasions, repeated reminders, brief explanations, and many diversions! 

This epitomizes the discipline techniques used with our Tenderfoots.  Since these young children are just beginning the arduous task of acquiring appropriate social skills (the majority of which are learned by the age of six), all guidance needs to be nurturing, extremely compassionate, incredibly simple, and always informative - while simultaneously teaching the children to empathize with others (which

is done by focusing, acknowledging and labeling one's feelings) and to be respectful of individual differences.  We also use a more

preventive discipline with our Preschoolers, providing much positive reinforcement, engaging the children in a curriculum that is fun

and interesting, carefully supervising all classroom and playground activities, and providing an atmosphere that is cheerful, caring and considerate.  We also teach tolerance of each individual's differences, within the realms of safety and respect, of course.  These

techniques effectively teach the children right from wrong, while simultaneously developing a healthy self-esteem.  The teachers are consistent and make sure the child knows why their actions were inappropriate, always using quiet discipline - never yelling or causing embarrassment.  Since time-out tends to embarrass a child and does not allow a child to learn appropriate, alternative behaviors, it is

only used in persistent or extreme situations, such as when a child's safety and well-being is at risk.  As an alternative, we use

self-controlled breaks.  This is where a child is removed from a situation until they calm down. In this instance, the child decides when

they are ready to return to the activity; thus allowing the child to take responsibility for their own actions.  Frequent communication

between home and school also helps to ensure consistency when disciplinary actions become necessary.  This is accomplished verbally

at pick up time or with a written note sent home.  Conversely, we ask that parents let us know immediately of any and all concerns they

may have at any time. Ideally, this open communication prevents situations from escalating to a point where significant disciplinary

actions are even needed.  When ordinary methods of discipline are ineffective, a meeting is arranged with the parents to help develop a specific plan of action relevant to the situation.  Since children learn respect, caring and many developmental skills by watching adults

cope with discipline problems, this is a responsibility we take very seriously.