Lil Angels

Child Guidance & Behavior

Policy
developed by
Tammi Greenwood
 Guidance Philosophy
Our Purpose:
Lil Angels Day Care Center exits to provide a healthy, safe, and nurturing
environment for children. Each day your child will choose from a variety of
activities in a secure, warm and respectful environment. The social climate provided
will foster creativity, self-expression, a positive self image and constructive
interactions with peers and caregivers. Our role is to present a well rounded
curriculum that focuses on the child and includes social, emotional, physical, and
intellectual development under professional and personal care.
Our philosophy on guiding childrens behavior is by giving positive guidance to
children, re-direction of children, setting clear-cut limits for children and timeouts
when needed. I view discipline as a process of teaching self-control rather than a
process of punishing the child.
 Guidance Philosophy Continued
My goal is to teach the children so they can negotiate, compromise,
brainstorm and work it out together. We do not believe in adult
initiated time outs, as we feel when used punitively it takes away from
a valuable teaching experience. We will only place a child in time out if
I feel that they are a threat to the safety and well-being of themselves or
others. When this becomes necessary we make sure everyone is all right,
then we stay with the child. We would never put a child that is two and
under in time out. These children would be redirected. If your child is
crying, fussy or distraught we will look for both verbal and physical
clues for the problem and speak softly in warm, calm tones to them.

Discipline Policy
Lil Angels Day Care Center philosophy on discipline focuses on four main areas:
Positive guidance of children
Re-direction of children
Setting clear cut limits for children
Time out when needed
We view discipline as a process of teaching self control rather than a process of punishing the
child. Our goal is to help the children in their ability to make their needs and wants known to
others in an appropriate manner. Our staff will treat your child with love and respect while
guiding them to become appropriately independent.
We will attempt to avoid discipline by identifying warning signs of pending misbehavior. We will
intervene when these warnings are apparent and redirect the child to another activity.
Children will not be placed in a time out. These children will be redirected. If s child is crying ,
fussy or distraught, our teachers will look for both verbal and physical clues for the problem. The
teachers will speak softly in warm, calm tones.
Rules for the classroom: Children and staff will discuss these rules and why they exist as
appropriate to their age. We want your child to know what is expected of him/her and what
behavior is unacceptable. These rules are established to promote safety, respect for self, others
and property.
 Discipline Policy continued
Time-outs will be used only when the above steps have been followed. The time-out will be equal
in minutes to the child's age. The teacher will treat the situation privately and talk directly to the
child while kneeling or sitting at the child's level. The teacher will explain to the child that it was
the behavior that was unacceptable, not the child him/herself. When needed, the Director will be
asked to step in if the behavior continues. Parents will be notified if these steps have failed to
work. At this point a conference will be set up with the parents, Director and the teachers
involved.
Punishment that is humiliating or frightening is prohibited. Examples of prohibited punishment
include:
1. Spanking, hitting, pinching, shaking or inflicting any form of corporal punishment.
2. Verbal abuse, threats or derogatory remarks about self or family.
3. Binding or tying to restrict movement or enclosing in a confined space: such as a closet, locked
room or similar cubicle.
4. Withholding or forcing meals, snacks or naps.
5. Punishing for lapses in toilet training.
 Child Assessment

Guiding principles:
It is the centers belief that assessment of young children should be purposeful, developmentally
appropriate, and take place in the natural setting by familiar adults.
The results will be used for planning experiences for the children and to guide instruction.
Assessment will never be used to label children or to include or exclude them from a
program.
A familys culture and a childs experiences outside the school setting are recognized as being an
important piece of the childs growth and development
All results will be kept confidential, placed in each childs file, and stored in a secure filing
cabinet.
 Guidance principles
Always focus on the behavior-change the inappropriate behavior that we want to change. Calling attention to
inappropriate behavior lets the child know that the actions are not acceptable, but that the child is still loved.
Have a clear set of rules and routines- having rules that are fair and consistently enforced, helps children
know what to expect and to understand their limits. Children should be told, in words they understand and
the reason for each rule.
Be always consistent-be clear in stating the expectations and consequences to childrens behavior. Set
guidelines and limits and stick to them.
Focus on shaping positive behavior- let children know that you expect positive behavior from them. Use
positive communication with the children to help them to solve problems and use gentle reminders about
expectations for the childs behavior.
Structure the environment to support appropriate behavior-make the environment safe to allow the children
to explore without getting into trouble.
Allow children to make acceptable choices-give children the responsibility for their behavior whenever
possible.
Observation- observing children carefully and head off inappropriate behavior by redirecting the child to
another activity or area.
Ignoring misbehavior- try to focus childs attention elsewhere and give attention to positive behavior.
Respecting children- giving children the love and respect, even when they misbehave.
 Methods of child guidance
include the following:
Plan for appropriate behavior through the environment by arranging furniture and other materials to encourage
active learning and independence.

Plan daily scheduling that prevents boredom, waiting, hurriedness, with time to relax and enjoy activities.

A daily routine with ample opportunity for children to select activities and move between them at their own
pace and one that gives children ample notice of transitions ahead of time.

Provide children with expectations that are clear, age-appropriate and applied in a consistent way. Allow
children to participate in the establishment of rules, policies and procedures where appropriate and feasible.

Reinforce positive behavior by recognizing childrens positive actions.

Adults model appropriate behavior by being consistent with what the programs expectations for children.
 Methods of child guidance continued
Redirect children toward positive activities by interrupting a childs negative behavior and steering
the child toward an acceptable substitute activity.
Teach children new skills and encourage them to discuss and resolve their conflicts on their own or
with the adults assistance when necessary rather than imposing an adults solution on them.
Encourage children to express their feelings in words and to resolve problems peacefully.
Ignore simple inappropriate negative behavior that is unpleasant.
Work in close partnership with parents to address childrens difficulties at home and at the
program. Develop shared understanding to develop consistency between home and child care;
Observe and document childrens behavior.
Meet with parents, keep them informed of their childrens behaviors and document your parent
discussions.
Assess specialized support services if a childs behavior continues to be harmful to themselves or
others. With written parental permission, refer the family for mental health counseling or other
specialized services that can help address the childs behavior problems.
 Guidance Communication
Regarding Parents
We encourage parents to visit the center at any time during business hours. The
staff will communicate daily by sending home notes and talking directly to
parents. A monthly newsletters is available at the beginning of the month for
upcoming events and notices. Parents may call the center to check on their kids at
any time.
All visitors must first report to the office.
Confidentiality of records: The center will comply with all confidentiality that
require information about children. Information will be available to the childs
teacher, director, authorized center staff ,and authorized employees of the State
Licensing Bureau or the child's parent or legal guardian.
 Ethics and Confidentiality

Staff follows an important code of ethics to guide their involvement with

children and families. It is essential to protect the confidentiality of all
information concerning children and their families. Maintaining a professional
attitude includes being responsive to the needs of children and their families
while balancing the need for confidentiality. Children are people who deserve
respect. One way we demonstrate this respect is to refrain from talking about the
children in their presence unless the child is part of the conversation and to
refrain from labeling a child negatively or positively. No information about any
particular child shall be shared with another childs parent. We continually strive
to model such qualities as patience, tolerance, cooperation, acceptance,
understanding of others, and enthusiasm for children as well as for other adults.
 Educational Policy

Our program has activities

planned for the children
according to their individual
developmental level, allowing
each child to learn at their own
pace.

Our program schedule is

planned to provide a flexible
balance of active and quiet
activities, individual and group
activities, indoor and outdoor
activities and age appropriate rest
periods. Your child will be given
individual attention whenever
possible.
Our program will provide each child with experience which will
encourage:

1. Self-esteem and positive self-image

2. Social interaction
3. Self- expression and communication skills
4. Creative expression
5. Large and small muscle development
6. Intellectual growth
 Guidance Environment
A consistent daily schedule is planned to offer a balance of learning activities. Learning is both formal and daily Activities
A normal day of play is planned for every day. Listening is balanced with talking, group activities with solitary time, indoors
with outdoors, quiet play with noisy play. Your child will have the opportunity for the following
types of activities every day: *Group times, including large and small group learning opportunities
* Snack
*Choice Time
*math and literacy activities
*Outdoor/gross motor opportunities
* Quiet time
Large and Small Group Activities
Large and Small Group Activities Self-directed Play Snack
Art, Science, Writing Table, Outdoor Activities Individual Activities
Games and Put together toys
Book Center
Blocks and Wheel Toys
Dramatic Play
 Guidance Environment continued
Classroom daily schedule at a Glance
5:30-7:30 Arrival/Greeting/ Free Play 4:00-4:15 Bathroom/ Hand Washing
7:00-8:00 Breakfast/ Center Play 4:15=4:30 Circle Time
8:15-8:30 Bathroom/ Hand Washing 4:30-5:30 Centers/ Art
8:30-8:45 Circle Time 5:30-5:45 Bathrooms/ Hand Washing
8:45-9:30 Art/ Small Group 6:00-6:30 Pick Up/ Closing
9:30-10:00 Centers
10:00-10:15 Bathroom/ Hand Washing
10:15-10:45 Outside/ Activity Room
10:55-11:00 Hand Washing
11:00-11:45 Lunch/ Brush Teeth
11:45-12:00 Hand Washing/ Bathroom
12:30-2:30 Nap/ Quiet Time
2:30-2:45 Bathroom/ Hand Washing
2:45-3:05 Snack
3:05-3:20 Music
3:30-4:00 Outside/ Activity Room
 Guidance Environment continued
Lesson plans for each week are posted in the classroom showing how these activities
are incorporated into the daily schedule. Weekly notes will be sent home with your
child.
Curriculum:
Curriculum is a framework for learning opportunities and experiences. It is a process
by which learners obtain knowledge and understanding, while developing life skills.
It is continually revised and evaluated to make learning fun and exciting.
 Rules of the Classroom

Circle Time Rules

 Responsibilities in the classroom
This gives them a great sense of empowerment and teaches them to be independent. The jobs are switched
weekly and certain children dont come every day of the week. They can remember their jobs with their
picture under their responsibilities.
These are some of responsibilities the children will pick from. ( Helping Hands )
Calendar Helper
Weather
Door Holder
Lights
Caboose
Line Leader
Book Picker
Song Picker
Teacher Assistant
Room Inspector
On Vacation
 Routines in classroom
Routines are posted in each classroom to give the children an idea of what comes next after each
transition of the day and what's expected for them to do.
This is how some of the classroom routines look inside the classrooms.
Arrival
Large Group Time
Choice Time
Story Time
Snack Time
Music and Movement
Second Step
Bathroom Time
Outside Time
Goodbye Time