themes
THEMES Authentic learning occurs when activities or projects offer children an opportunity to apply their knowledge or skills to real-world situations. Children engage and learn more when activities, discussions, and materials are related to their surroundings and to real life examples. Learning activities and content should be linked with a particular theme or project. Themes […]
prohibited child guidance practices
prohibited child guidance practices Like EEC, we at First Circle believe that behavioral control is neither logical nor appropriate for children. No form of punishment or physical restraint will be used to discipline a child. We strictly prohibit all the following practices: spanking or other corporal punishment of children subjecting children to cruel or severe […]
behavior support plan
behavior support plan Occasionally, children may not make enough progress in learning to control their behavior despite the educator’s best efforts. The child’s behavior may make it difficult for the child and other children to learn and grow in the program. If the behavior is so severe that 1) it is likely that the child […]
challenging behavior
challenging behavior The number of children with challenging behaviors is on the rise. Challenging behavior can have complex causes. As educators, we need to increase the number of tools in our intervention toolbox. It is important to remember that children with behavior challenges often have disabilities that affect their ability to learn coping and problem-solving […]
reflect
reflect Reflecting on children’s challenging behavior is an essential part of an early childhood educator’s role. Here are ways you can reflect on and address challenging behavior in young children [see CHALLENGING BEHAVIOR]: Check the child: are they sick, hungry, or tired? Check the environment: is the child over- or understimulated? What can you do […]
respond
respond When rules or limits are broken, address the behavior using these guidelines: COMMUNICATE Stay calm Working with children is rewarding, but it can be stressful, especially when dealing with their behavior. Remain in control of your feelings, especially frustration or anger. Losing your self-control, yelling at children, using threats, etc., will negatively impact your […]
prevent
prevent The following steps will help avoid challenging behavior before it begins: ENVIRONMENT Design play and learning areas with boundaries that teachers can see and children understand. Have organized and plentiful materials in good working condition. Set the classroom up for success by following principles of universal design. MODEL Even when we think they aren’t […]
plan
plan The best way to address challenging behavior in young children is to decrease the likelihood it will occur. DISCOVERY Learn about the individual child and their family to better understand how the child reacts and responds to situations, people, stimuli, and cues. REALISTIC EXPECTATIONS Developmentally appropriate practice is especially important in behavior management. Have […]
child guidance policy introduction
Introduction Overview Very young children will often use aggression, defiance, and other behaviors as they work to build skills such as flexibility, frustration tolerance, and problem-solving, and learn appropriate language and social skills. During the past 30 years, child guidance practice has moved away from reactive, negative approaches to proactive, positive ones. When educators practice […]
daily program activities
daily program activities Each day includes the following activities for each child. These activities happen differently for each group. Take care to respond to and make accommodations for individual needs. Morning arrival Morning arrival incorporates the morning routine, signing in, putting belongings in a cubby, choosing a table activity, and saying ‘goodbye’ to parent/caregiver. During […]