Children are constantly learning. Every interaction, every experience, everything they see is catalogued as they make sense of their world and how things work; as they learn how human interactions and communication happen. They are learning both explicit and implicit rules of their world. We don’t see behavior as “bad” – children are resourceful and will react to their environment to get their needs met. Children’s behavior is just their way of communicating what they need. If you can help them find another way to meet their needs, the behaviors will change.

Meeting Individual Needs

Everyone is different! Being a small group with a consistent caregiver allows children to have safety and predictability in their day and allows myself as their primary caregiver to get to know them deeply and meet them where they are developmentally. Respecting their individuality and supporting it allows a strong foundation for infants to grow in their skills and their sense of self.

Respect

I respect children. I respect the work that they do, the plans that they have. I respect who they are and what they are interested in. Children are little human beings that have big feelings and big plans. Naming those feelings, honoring those thoughts and feelings are so important to children’s development. It supports their development of their sense of self; it builds their self esteem; it teaches communication and regulation skills that are vital to their later educational career and becoming a successful adult later in life.

Language

I recognize that the way we talk to young children becomes their inner voice as they grow older. The words that we chose to use and the messages we send- both implicit and explicit- are so important. Kids are little sponges that are soaking up everything in their environment. Language that supports the belief that they are capable, they are lovable, they are intelligent & thoughtful, and that they matter is vital for caretakers like us who get the privilege of spending so much time with them.

Capable

I believe children are capable. They are capable of collecting their shoes, putting away laundry, setting and cleaning their place a mealtime from a very young age. Here at A Second Home we work hard to include children in our daily routines as much as possible so they do feel capable and get the opportunity to practice valuable life skills.

Autonomy

Children have big ideas! They have plans and likes/dislikes. We do our best to honor children and what they have to bring to the table throughout our day. Materials are on low shelves so children have access. Being apart of routines allows children to take control- pick the bib they want to wear; pick the clothes they want to change into. Open ended materials allow children to use their own creativity and critical thinking to play.

Our Roles as Educators

I see my roles as an educator and caretaker; as an adult that can provide a child with a secure base and create an environment for children to explore and thrive in. I see myself as an adult that can provide clear expectations and model positive communication so children can find healthy ways to meet their needs; an adult that can offer new materials and experiences for children to explore and make sense of. If children can leave my care with a secure sense of self and a curiosity for learning and life, knowing that they are loved, then I know I have done my job.

Behavior Management and Discipline

I don’t believe that there is “bad” behavior- children are just trying to get their needs met and sometimes they have ways that we as adults may not like or agree with. As a caretaker and educator, it is my job to help them find a better or healthier way of getting their needs met. Some of the techniques include:

• Setting clear expectations of what is ok and not ok behavior up front is important – it can help avoid misunderstandings to begin with.
• Positive reinforcement – pointing out healthy and positive behavior and thanking children for making that choice helps children make those decisions again.
• Modeling or offering children words they can use (i.e. “I don’t like that” or “stop!”).
• Offering other options they could choose (i.e. offering a soft ball to throw instead of a rock).
• Labeling emotions and offering ideas for coping (i.e. “I know you’re mad, instead of hitting you could say ‘I’m mad’ or stomp your feet”).
• Giving options – breaking tasks down into smaller tasks and letting children choose.
• Natural consequences (i.e. ball is gone after throwing it over the fence)

Isolation (i.e. time outs) and fear-based (i.e. yelling, threats, physical, etc.) discipline will not be used at any time. It is important for children to know that they are safe and loved at all times.