Behavior Management

Behavior Management
KI BOIS Head Start is committed to using positive behavioral strategies when teaching children
how to manage their own behavior. Child guidance and classroom management decisions will
promote positive social skills, foster mutual respect, strengthen self-esteem, and support a safe
The use of corporal punishment is strictly forbidden. It is grounds for immediate termination.
Withholding of food or access to bathroom, name calling, or any other form of demeaning
treatment is strictly forbidden. Use of such methods will result in disciplinary action.
The classroom will be designed to assist children in developing social emotional skills by
1. a daily schedule engaging children mentally and physically
2. a variety of materials and planned activities designed to encourage individual and
group play
3. books, stories, puppets, and other experiences to reinforce positive social behavior
4. continuous opportunities to experience success
5. an area for children exhibiting inappropriate, non-aggressive behavior (this does
not mean children who are fidgety during circle time activities, but children who
cannot attend to certain task)
Examples of an area are:
a. calming/relaxing station
b. book area
c. ready spot
Classroom Staff will:
1. provide an environment of acceptance for each child, providing positive labeled
praise and encouragement for positive social behavior
2. show respect for children’s feelings and ideas
3. implement opportunities for children to develop social skills
4. recognize and nurture children’s friendships with peers
5. plan activities that support children’s interactions
6. encourage children to resolve their own conflicts while respecting the rights of
7. help individual children manage stressful situation and events
8. provide challenging activities, according to children’s developing skill level
9. involve children in the development of classroom, playground and transportation
a. rules must be posted in the classroom in appropriate areas
b. rules should be stated positively and specifically (avoid “no”, and “don’t”
as much as possible)
c. four to five rules are recommended
d. rules should include pictures as much as possible, (photos, clip art, etc. of
children are appropriate)
e. identify consequences for following and not following the rules (review
Time-out Procedure and use of timer
f. review daily at the beginning of the school year and as often as needed
10. Observe children carefully to identify their preferred ways on interacting with the
environment, taking into account their
a. skills in handling objects and materials
b. frequency of conversation
c. interest in listening to stories and songs,(attention span)
d. preference to work alone or with others
11. recognize that children have individual rates of development as well as individual
interest, temperaments, languages, cultural backgrounds, and learning styles
12. plan for routines and transitions so that they occur in a timely, predictable and
unrushed manner according to each child’s needs
13. use Time-out only if child is hurting themselves, others, or willfully destroying
property (see Time-out procedure)
14. provide parents information about childrearing practices that support the child,
and that bridge home and program environments to provide consistency for the
For some children additional accommodations will be necessary.
If a child displays out of control behavior, call the Mental Health Coordinator or Assistant
a. after discussion of interventions applied, and the safety of the child,
peers, or staff is at risk, child may be sent home for the remainder of that
day to help the child gain control
b. record this behavior on the Observation Form (KHS–403)
c. state facts of behavior, date and initial information
d. upon returning to center the next day, child should not be subject to
consequences for the previous day’s behavior
If a child continues to display out of control behavior begin Challenging Behavior Referral.