Twinkeling Stars Philosophy
Every child deserves high quality care, love and respect. I believe that children thrive when parents and teachers work together and form a trusted relationship. In order to increase parents’ involvement, I offer resources to families on a weekly basis to help parents and guardians better understand child development and best practices. In this way, children and families gain positive skills and form loving relationships. In addition to a need for consistency between school and home, children learn best through hands-on experiences. Whether in the classroom or in the community, I strive to offer children safe, enjoyable experiences to aid in their growth as a person. I believe young children are capable and ready to learn early academics, and educators should be intentional in educating in all five domains of development. Most importantly, I believe that children deserve respect from all those in their lives. Modeling the giving and receiving of respect will ensure well-balanced, responsible, loving humans.
Positive Modeling and Redirection
I believe that children strive to be like the adults in their life. Because of this belief, I model positive behavior for the children. I use positive, direct praise for children when they are following the set boundaries and rules in order to encourage other children to do the same. Every attempt to use positive language, redirection, and modeling will be taken before other guidance techniques are used.
I use a behavior chart to aid children in understanding the consequences of their actions (both positive and negative consequences). Children are encouraged to become a “Twinkeling Star” through positive actions and decisions. If a child “needs help shining”, a form will be filled out and given to the parent. I believe this helps keep parents informed of behaviors the need addressing, and keeps the child responsible for his/her decisions. Parents will be given a copy of the behavior chart prior to enrollment so they can reference the children’s comments. Throughout the day, the children have many opportunities to move up on the chart, and positive consequences are given twice as much as negative. Children only move down on the chart after other methods of guidance have failed to change a behavior. If a child moves down on the chart, they can always move back up throughout the day. Preschool aged children are at the prime age to understand cause and effect, and this behavior chart is a great way for them to stop and think about the choices they are making.
A “time-out” or “take a break” may be used when other techniques have not been successful. A time-out will be used to remove a child from a situation that has gotten out of control before a child could hurt himself or others. Time-outs will never exceed the number of minutes the child is old. For example, if the child is three years old, the time out will not exceed three minutes. When used, the time-out will immediately follow the behavior. I will stay with the children and talk about what behavior was unacceptable, and what else he/she might have done or said instead. The child will be praised after completing the time-out, and will be helped to rejoin the group.
Variety of Techniques
I recognize that no single technique will work with children every time. If a child exhibits unacceptable behavior, I will request a conference with parents to consider how to deal with the behavior. If the behavior continues, the next steps may include referrals to appropriate community resources, and/or discharge of the child from care.
Wisconsin State Regulations
In accordance with “Wisconsin Rules for Licensing Family Day Care” actions that are aversive, cruel, humiliating, and actions that may be psychologically, emotionally or physically painful, discomforting, dangerous or potentially injurious are prohibited. Prohibited actions include spanking, hitting, pinching, shaking, slapping, twisting, or infliction any other form of corporal punishment on the child; verbal abuse threats or derogatory remarks about the child in a confined space such as closet, locked room, box or similar cubicle, withholding or forcing meals, snacks or naps; punishing a child for lapses in toilet training. These forms of punishment will never be used, even as a parent’s request.