Discipline Guidelines

The Delhi Campus Child Care Center, Inc. (DC4)  strives to achieve an environment that is comfortable, relaxed, happy and supportive. Staff’s interactions with children and each other are characterized by warmth, personal respect, individuality, positive support and responsiveness. All staff is responsible for facilitating interactions among children which provide opportunities for development of social skills and intellectual growth.

Discipline is being able to control your own impulses, direct your own actions and being able to regulate your own behavior. At DC4, the developmentally appropriate discipline techniques employed provide children with opportunities to develop self-control. The Center has developed, consistently implements, and communicates positive discipline guidelines to all staff and parents. These guidelines and appropriate limits offer children protection, provide opportunities for problem solving, and foster growth of internal controls.
Techniques include but are not limited to the following:

  • Redirect the child(ren) to an alternative activity
  • Minimize potential problems through anticipation and planning
  • Provide positive reinforcement and encouragement rather than competition, comparison or criticism
  • Encourage children to talk about their experiences, ideas, feelings and listen to them with attention and respect
  • Foster cooperation and other pro social behaviors among children
  • Design the classroom environment to minimize the need for discipline. The environment allows children opportunities to work individually, together in small groups, or in larger groups.
  • Allow the child to experience the consequences of his/her own actions if not harmful to the child or others.
  • Recognize children’s feelings without accepting their actions…

DC4 implements the seven principles of discipline outlined in Discipline Is Not A Dirty Word, by Jennifer Birckmayer, published by Cornell Cooperative Extension. These principles are:

  • Tell children what they can do instead of what they can’t do.
  • Protect and preserve children’s feelings that they are lovable and capable.
  • Offer children choices only when you are willing to abide by their choices.
  • Change the environment instead of the child’s behavior.
  • Work with children instead of against them.
  • Give children safe limits which they can understand.
  • Set good examples. Speak and act only in ways you want children to speak and act.