Discipline
Rules and Rationale for
The State Of Michigan
R 400.5107 (1)
Discipline
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(1) The staff shall use positive
methods of discipline that encourage
self-control, self-direction, selfesteem, and cooperation.
R 400.5107 (1)
Discipline - Rationale
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Discipline is most effective when it is consistent, reinforces
desired behavior and offers natural and logical
consequences.
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Positive methods of discipline create a constructive and
supportive social group and reduce incidents of aggression.
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Caregivers are more likely to avoid inappropriate practices
if they are well trained about effective, positive methods for
managing children's behaviors.
Discipline is not just
getting a child to "mind".
It involves helping a child
to gain control over his
or her behavior.
Positive methods of discipline include:
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Redirection or distracting a child from the
unacceptable activity to a constructive one.
Planning ahead to prevent problems.
Encouragement of appropriate behavior.
Consistent, clear rules.
Talking to the child about the feelings he/she is
having.
Suggest solutions and involve the child in solving
problems.
A relationship between the behavior and the
discipline method.
Tailoring the method of discipline to the
individual child.
Removing the child from the source of conflict.
Time-Outs
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If "time-out" is used, it should not be a
first choice, but a last resort technique for
children who are harming themselves or in
danger of harming others. It is an
opportunity for children to clear their
minds and rejoin the group or activity in a
more productive state. Time-out is not an
appropriate discipline technique for infants
and toddlers.
Before using “time-out”, caregivers
should assure:
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Their expectations of the child's behavior are realistic.
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Consequences immediately follow the child's behavior.
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Children are not humiliated or made to feel threatened or
afraid.
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Children are not left alone.
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The time-out does not last longer than it takes for the child
to calm down.
R 400.5107 (2)
Discipline
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(2) The following means of punishment
shall be prohibited:
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(a) Hitting, spanking, shaking, biting, pinching, or
inflicting other forms of corporal punishment.
(b) Restricting a child's movement by binding or
tying him or her.
(c) Inflicting mental or emotional punishment,
such as humiliating, shaming, or threatening a
child.
(d) Depriving a child of meals, snacks, rest, or
necessary toilet use.
(e) Confining a child in an enclosed area, such as a
closet, locked room, box, or similar cubicle.
R 400.5107 (2)
Discipline - Rationale
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Children deserve to be treated respectfully and
appropriately in a positive manner.
Discipline helps children gain control over their
behavior. Children act best when they know the
rules and know they are expected to follow them.
Research links mental and emotional stress and
corporal punishment with negative effects such
as impairment of learning and later criminal
behavior.
Reasons for prohibiting certain methods of
punishment include current child development
theory and practice, legal aspects, and increasing
liability suits.
R400.5107 (3)
Discipline
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(3) Non-severe and developmentally
appropriate discipline or restraint
may be used when reasonably
necessary, based on a child's
development, to prevent a child from
harming himself or herself or to
prevent a child from harming other
persons or property, excluding those
forms of punishment prohibited by
subrule (2) of this rule.
R400.5107 (3)
Discipline - Rationale
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Undue physical restraint, especially with
bonds, ties, or straps, is inappropriate.
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If it becomes necessary to restrain a child,
for his or her own or other's protection,
holding the child as gently as possible is
acceptable. Children shall not be
physically restrained longer than
necessary to control the situation.
SUMCC Parent Guide
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DISCIPLINE
Our discipline policy is based in helping children become self-aware of
their choices and our staff offering choices to help your child make a
responsible choice. Generally, if a child is making an inappropriate choice,
staff will verbally remind them of the rules and importance of safety at the
Center. We make a point of children stating the choice he/she made and
understanding if the choice was a good choice or bad choice. We strongly
believe that nobody should be hit. Nobody has a right to hit other
children.
We make a point of modeling to children to use their words to solve
problems. We reinforce positive actions with praise and
acknowledgement.
A child may be given the choice to separate from the group, if he/she
persists in disruptive behavior. The child will be counseled on the choice
he/she made and solutions to correct the choice. In rare circumstances, a
child may have to be removed from the group, if he/she is repeatedly
disruptive. Employees communicate with parents on a daily basis. If a
behavior problem exists, we work together to find a solution. If we are
not able to meet an individual child’s needs, parents may be asked to seek
alternate care.
“A Child Does Not
Misbehave. A Child
Behaves In A Way To Get
His/Her Needs Met”