Preschool children are just beginning to develop the knowledge, emotional security, and skills to manage their social behavior. As children are introduced, sometimes for the first time, into a group in a work/play situation, we find that they will need guidance interacting with their peers. A young child is usually concerned only with getting his own needs met with little concern for those around him. Our teachers are trained to assist children in making the attachments necessary to ensure each child will develop a sense of trust, security, and cooperation in his new environment.
The teachers will help each child learn appropriate social behavior through love and respect using positive reinforcement and consistent expectations. As the child begins to grow in his ability to interact with others, he will begin to develop feelings of empathy, begin to make appropriate choices, and understand the consequences of those choices and his actions.
Inappropriate behavior is often due to new demands, misunderstanding of expectations, or the lack of language skills. Viewed as a learning opportunity, the teacher begins helping the child understand the expectations, modeling behaviors for them, and giving them the language needed to solve the problem. Learning to use words to communicate is a powerful tool for the child and enables him to handle problems independently.
As a child matures, he is expected to begin to use his logical thinking and problem solving skills in his everyday encounters. If a child emotionally and/or physically loses control, the teacher may redirect the child to allow him to calm down. As he regains his self-control, the teacher will talk with him and help him in practicing problem solving techniques.
Involving the children in helping to make the rules for their group will often assure their cooperation and participation in maintaining a harmonious classroom and playground environment. Clear, consistent expectations, positive guidance, and logical consequences help children develop life long pro-social skills.
We encourage Parent-teacher conferences as a way to keep communication open. Teachers and parents work as a team and share information, progress, and expectations which will facilitate the child’s positive social development.
Annsworth far exceeds the minimum standards as set forth in the Department of Children and Families, Florida Administrative Code, Child Care Standards, Section 65C-22.001 (8) Child Discipline, by our positive approach to teaching children behavior management skills. To ensure that age-appropriate, constructive disciplinary practices are used for children in care, this standard includes, but is not limited to the following:
CHILD DISCIPLINE – (a) Minimum standards for child discipline practices shall ensure that age-appropriate, constructive disciplinary practices are used for children in care and shall include the following requirements:
- Children shall not be subjected to discipline which is severe, humiliating, or frightening.
- Discipline shall not be associated with food, rest, or toileting.
- Spanking or any other form of physical punishment is prohibited.
- Children may not be denied active play as a consequence of misbehavior.