Setting limits: We use limits instead of rules at our center.

Rules are concrete and when they are broken follow with a punishment, where limits are flexible boundaries that have consequences. Limits are set to do all of the following: 1. Ensure the safety of each child and adult. 2. Prohibit the destruction of nondisposable material and equipment 3. That children accept responsibility for their own actions. 4. Ensure equal and respectful treatment of all people. (Reynolds, Eleanor, Terms of Problem Solving, page 7, Guiding Young Children, 5th Edition) There are 5 ways that we set limits in our center, which include: I- Messages: You let the child know how you feel, the reason, and the action behind those feelings. I get nervous when I see you going down the slide backwards because you may get hurt. Giving Information: Children like to know why they are or are not allowed to do something in the classroom. If we give them information then they know why what is expected of them. I see that you are about to go down the slide backwards. We then wait for the child to react. We are supposed to go down the slide feet first. Natural or Logical Consequence: This comes from the behavior of the child. If you go down the slide backwards you might hurt yourself. Contingencies: This is when a second action depends upon the childs first action. If you want to go outside to play you need to have your shoes on.

Giving Choices: The choices must be both acceptable for the child. You can wear the blue coat or the red coat but you have to wear a coat to go outside today. In cases where none of these will work, we will have the child sit somewhere separately from the rest of the children until that child feels like they are ready to go back into the class with the other children. This is not time out because the adult is not the one who chooses the amount of time that is spent separate from the class. We call this breathing time. Negotiation: We use negotiation when two or more children are having a conflict. Teachers at our center observe the children to see if they can work out the conflict first without causing any harm to each other. If the need for the teacher to intervene arises the teachers goal is to help the children work out their own solution. We do this in six steps, which are: First we identify the problem that the children are having by calmly walking up to the children, and getting down to their eye level. We ask each child without judgment what is happening. The teacher than restates what each of the children have said in a positive way. Then we see if the children can come up with any ideas on how the conflict can be solved. Than the teacher will restate what the children say. All parties try to choose the best solution. Lastly the teacher will check on the children to make sure that the solution is working. Sam: Thats my doll Sara: No its my doll. I want it. Teacher: Comes up to the children, getting down to the childrens level and calmly asks, What is wrong? Sam: I had this doll first.

Sara: No I had the doll first. Teacher: I hear you both say that the doll is yours. How do you think we could solve this problem? Katie who was playing next to Sam and Sara came over with another doll and says, you can have this doll. Teacher: Sam and Sara, Katie wants to let you use her doll. Sam: Than both of us will have a doll. Teacher: Are you ok with that Sara? Sarah: Can I have the doll with the purple shirt? Sam: Yes than I can have the doll with red. Teacher: Sara you will have the doll with the Purple shirt and Sam you will have the shirt with the red shirt.

How we handle problem behaviors in our center: EEC does not allow licensed child care programs to use discipline techniques that require the use of any physical restraint. (I cant find the location that I found this on) Challenging or problem behavior can include any behavior that is destructive, dangerous to the child or to others, prevents learning from taking place, or causes damage to property. (Mary Ellen Drecktrah, Ph.D., and Mary Ann Marchel, Ph.D., Functional Assessment: Analyzing Child Behavior) Here at Creative Childrens Center we feel that children should be respected and safe. We do not use any form of corporal/ physical punishment when we are guiding the children in our center. As well as we have a no tolerance policy on bulling. When a child exhibits a chronic

behavior that may be a problem in the classroom there are a few steps we take. We use our daily observations of the child and meetings with the guardians of the child to decide if there needs to be further testing done to see if the child has an exceptionality (special need). During this observation we also check for any unusual markings the child may have on their body, for example bruising, or injuries. We understand that children are developing their motor skills at this age so some bumps and scrapes will occur. However if any of the teachers in my center feel that the child may be verbally or physically abused outside of our center it is our duty to report this to the authoritys. Here is a section of an article by Mary Ellen Drecktrah, Ph.D., and Mary Ann Marchel, Ph.D., explaining the steps our center takes to assess, and change possible challenging behaviors.

Performing a Functional Behavioral Assessment The purpose of a functional behavioral assessment is to describe, predict, and identify the purpose of childrens behavior (Walker, 1995); increase the effectiveness and efficiency of behavior intervention plans (O'Neill, et al. 1997); and link evaluation/assessment to Individual Education Programs (IEP). A functional assessment could include the following steps: 1. Define challenging behaviors. The first step is to identify problem/challenging behaviors and then precisely define the behavior in observable terms. It is useful to include examples of the behavior and the characteristic of the behavior that will be measured. Describe the childs behavior clearly and specifically. For example, Jason's teacher, Mrs. Nelson, may identify "temper tantrums" as a behavior of concern. This is more clearly described in specific terms such as "kicking the toys" and "shouting no." How often are these temper tantrums happening and how long do they last? Select and describe settings for observation. The target behavior should be observed in two or three settings. One setting would be where the behavior was first noted as being a problem, one that is similar, and one that is quite different. For example, in Jason's case, the first setting where the behavior was apparent was in unstructured time before organized activities began, another setting would be during center time when youngsters have autonomy to choose activities, and a setting that would be quite different would be project time when Jasons under direct supervision. The environmental demands and the teacher's expectations in each setting should be considered. This information could provide a basis for planning an intervention plan for the child. Physical environment factors such as the proximity of the teacher,

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noise/activity distractions, and arrangement of the classroom should be considered. Behavioral expectations may include following certain rules and cooperating with individuals and small groups in play and work. It would be important to observe Jason in different situations to see if his tantrums or oppositional behaviors are used to escape other teacher expectations or if they were possibly used to express frustration. 3. Select observation type. The two basic approaches to observation are qualitative and quantitative. Qualitative observation is descriptive in nature. The observer begins with ideas about what will be observed and describes the behavior that appears important. An example of this type is the anecdotal record in which the observer writes a summary of what happened during the observation. Quantitative observation can be done when the observer only watches what is occurring. Examples of this type would be data collection of the frequency of the behavior by event recording or time sampling. Many times qualitative observation precedes quantitative observation. Jasons tantrums could be observed by using an event sampling procedure in which information is collected throughout the day to see how often and when tantrums occur. Develop data collection procedures. Data can be collected using several different techniques. It's important to document the frequency of the behavior, the length the behavior occurs (duration), and the intensity. Event recording works well if the behavior is infrequent. The child's behavior can be observed continuously and counted using a tally sheet or wrist counter. Time interval is useful if the behavior is more frequent, and a count of the behavior is made during a specified observation period. Analyze the learning environment as it impacts child behavior. Careful analysis of the physical environment can unveil information that is necessary to understand the underlying cause of a child's behavior. Interview others. A detailed interview allows individuals who have contact with the child the opportunity to review information about the child in more detail. This group of people may include parents, classroom teachers, or any adults who have caregiving responsibilities for the child. The purpose of the interview is to identify all possible factors that may predict or set the stage for the behavior to occur (the antecedent) and those events that encourage or reinforce the problem behavior (the consequence). Hypothesis of the behaviors function. The information gathered through child observation and interviewing others will be examined to determine possible functions of the identified problem behavior. Possible functions of the behavior might be: a) to obtain teacher attention, b) to get out of or avoid cleaning up the toys, c) to indicate anger or frustration, or d) to listen to the sound the blocks make. To develop a hypothesis of the function of Jason's behavior it is necessary to examine what happened before (the antecedent), during (the form of the behavior), and after (consequence) Jason threw a temper tantrum. Develop a behavioral intervention plan. From the data gathered through observation, a clear description of the problem behaviors and perhaps patterns of behavior will form

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the basis for a plan. The function of the child's behavior analysis should aid in developing the intervention plan.

If a child is found to have a special need they are still welcomed at our center. We are a center of inclusion. This means that we think that children benefit when there are children with special needs and without special needs in the classroom. All of our staff at Creative Childrens Center are highly trained in child guidance and in the special needs field.

We hope that we will have the opportunity to work with you and your child at Creative Childrens Center. We are passionate about the education and wellbeing of all children and want to create a safe, respectful, and fun environment for everyone in our center. There will be plenty opportunity for volunteering at our center and we will send out information about any upcoming events in our weekly parent child newsletter that will be placed in the childs mail box each Friday. We want to keep the flow of communication open between our teachers and the parents, so please feel free to stop by my office before or after school to discuss anything that you are concerned about or would like to know. We have a pamphlet rack in the parent/teacher lounge that has information on different community assistance organizations, and educational opportunities. Thank you from all of us at Creative Childrens Center.

Apendix A

Appendix B Preschool Schedule Arrival 7-7:15 Free Choice Areas 7:15-8:00 Transition 8-8:05. 5 min before this warn the children that they have 5 min. Breakfast and Clean up 8:05-8:30am Group time 8:25-8:40 First Center Transition 8:40-8:45 First learning center 8:45-9:30 5 min. Warning 9:25 Clean up 9:30-9:35 Second Learning center 9:35-10:25 Clean up 10:25-10:30 Transition to Outside time 10:30-10:35 Outside time/ outside centers 10:35-11:15 Transition song to go back into the room, Example The ants go marching 1 by 1 11:15 -11:20 Wash hands 11:20-11:25 Lunch and clean up 11:25-12:00pm Story time 12:00-12:10 Nap/quite time 12:10-1:30 Restrooms/put away mats 1:30-1:40 Group time: Sharing 1:40-1:55 Third Learning Center 1:55-2:40 Clean up 2:40-2:45 Wash Hands 2:45-2:50 Snack and clean up 2:50-3:10 Second Outside time/outside centers 3:10-3:50 Transition song inside 3:50-3:55 Restrooms and wash hands 3:55-4:00 Open center area/ Departure 4:00-5:30

Work Cited Mary Ellen Drecktrah, Ph.D., and Mary Ann Marchel, Ph.D., Functional Assessment: Analyzing Child Behavior. Reynolds, Eleanor, Terms of Problem Solving, page 9, Guiding Young Children, 5th Edition Reynolds, Eleanor, The Problem-Solving Environment, page 27, Guiding Young Children, 5th Edition Goals of Guidance, jc022.k12.sd.us/HDCCC/PPTS/GOALS_OF_GUIDANCE.ppt Week 3 black board notes, EDU 146 Developmentally Appropriate (Reynolds, Eleanor, Terms of Problem Solving, page 7, Guiding Young Children, 5th Edition) (Reynolds, Eleanor, Guiding Young Children, 5th Edition) (Reynolds, Eleanor, Active Listening, page 97, Guiding Young Children, 5th Edition)