7. CHILD GUIDANCE POLICIES AND PROCEDURES⁸⁰ 

1. Developmental Principles – Positive Child Guidance⁸¹

As children enter school for the first time, they bring a broad range of experiences, knowledge, and skills, including their social and emotional skills, often referred to as behavior. At the Child Development Lab we model, teach, and provide opportunities for children to develop the use of self-control, emotional regulation, respect for themselves and others, friendship skills, problem-solving and taking responsibility for their actions as they grow and develop. We utilize Wisconsin’s Pyramid Model for social emotional competence as a framework to provide a multi-leveled and culturally responsive system of support, including positive teacher-child relationships, partnerships between teachers and families, responsive classroom environments, explicit instruction in social and emotional skills, and individualized supports for children demonstrating more challenging behaviors. We start with the understanding that behavior is communication and work together with our staff and families to create universal supports, shared language, and intensive interventions.

1. As the foundation of child guidance, we build positive relationships with children, families, and colleagues. Our staff models teamwork and develops a sense of community and caring for one another. Teachers utilize responsive caregiving with children to ensure the unique needs of each child are met. Our daily schedules follow predictable patterns and incorporate consistent routines, so children know what to expect and when.
2. We utilize program wide expectations; be kind, be safe, stay curious. These create shared language and consistency throughout the program and guide teachers in setting rules that help children learn how to meet those expectations. Teachers intentionally design nurturing classroom environments to reduce conflict and frustration while offering many opportunities for children to make choices. When conflict occurs, teachers make themselves available to facilitate problem-solving, allowing children opportunities to practice and develop their skills in generating solutions, negotiating, verbalizing their feelings, and compromising.
3. Positive guidance creates opportunity for children to gain and practice social and emotional competency. Children need to be social with others, express and manage their feelings and be successful in using problem solving skills while treating others with kindness, respect, and inclusion. The CDL is a State of Wisconsin licensed childcare program and staff must follow Department of Children and Families (DCF) childcare rules and regulations. https://dcf.wisconsin.gov/files/publications/pdf/205.pdf

2. Prohibited Actions

Prohibited actions are actions that may be psychologically, emotionally, or physically painful, discomforting, dangerous or potentially injurious and are prohibited and may never be used when working with children at the CDL. The CDL staff shall not engage in prohibited actions including but not limited to the examples stated below:

• Hitting, slapping, shaking, striking with hand or instrument, pinching, tying, or binding, or inflicting any other form of corporal punishment.
• Mental or emotional punishment including, but not limited to, name calling, ridicule, yelling, or threats.
• Confining a child in an enclosed area, (e.g., a locked or closed room, closet, box).
• Forcing or withholding meals, snacks, rest or nap.
• A child may not be punished or shamed for lapses in toilet training and should never be forced to clean up after toileting accidents. Supportive, positive assistance should be provided to the child.
• Children may not be required to stay on their nap/rest cot for additional rest time past 30 minutes as a consequence to not napping/resting. Children who awaken or are not sleeping after 30 minutes of nap/rest need to be offered an opportunity to get off their cots and provided with appropriate quiet activities in an adequately lit area of the classroom or alternate space such as the CDL neighborhood center.
• CDL staff may not allow parents/guardians to authorize or grant permission for the use of any type of prohibited action in licensed childcare.

*Prohibited actions by an employee or volunteer to a child by a staff member must be reported to DCF within 24 hours after the occurrence per DCF 251.04

The first and foremost role of any CDL staff member is to keep children safe. This includes reporting concerning actions.

Steps to follow if you observe a prohibited action occurring:

1. Stop the prohibited action to protect the child from harm.
2. Ask the staff person who is engaged in the prohibited action to leave the room or move away from the child.
3. If this is not possible or if you are feeling uncomfortable, staff should call the PIC phone and request assistance from the person in charge (PIC)-Director, Associate Director, or Designee.
4. CDL staff should immediately inform the Person In Charge (PIC) 1. Director, 2. Associate Director 3. PIC designee if Director or Associate Director are unavailable if a prohibited action has occurred.
5. Director or Associate Director will investigate the report and confirm that a prohibited action occurred and will report to DCF licensing specialist assigned to the CDL. All CDL staff are by law mandated reporters and any action that could be considered abuse and or neglect will also need to be reported to Child Protective Services. The person making the report to DCF and or Child Protective Services (CPS) will inform the staff member who reported the prohibited action that they have made the report(s).
6. If the staff member making the report to the Director or Associate Director believes a report should be made and the Director or Associate Director have not made a report, the staff member needs to make the report directly to DCF and Child Protective Services (CPS) and should inform the Director or Associate Director that they have done so.
7. If you observe an interaction between a child and an adult that does not seem right, err on the side of caution, and report the information to the CDL Person in Charge- Director or Associate Director. This is an opportunity to talk together about what you observed, determine what occurred, and what response is needed. All children and adults should feel safe and always respected while at the CDL.

3. Positive Guidance Strategies

At the CDL our intention is to help children develop social and emotional competence that supports their ability to meet developmentally appropriate behavior expectations. Our CDL community does this by agreeing to follow and teach our CDL program wide expectations which we hold true for both children and adults in the CDL community.

CDL Program Wide Expectations:

• Be Kind
• Be Safe
• Stay Curious

We do this with our professional staff; including students, children and families by:

• Building trusting, caring and strong relationships.
• Using a calm and respectful tone of voice.
• Respecting each other’s individual needs, desires, and Feelings.
• Validating feelings and showing tolerance for mistakes.
• Being responsive to requests and questions.
• Encouraging each other to share experiences, ideas, and feelings.

When using positive guidance with children we further develop and practice these expectations by:

• Modeling and teaching social skills such as taking turns, cooperation, waiting, self-control, respect for the rights of others, treating others kindly, problem-solving and conflict resolution.
• Offering acceptable, developmentally appropriate, and limited choices
• Distracting or helping a child changes their focus.
• Using positive language to explain to children what they can do and by using descriptive feedback.
• Redirecting the child to another activity is one of the primary techniques used when inappropriate behavior occurs. Often this is all a child needs to self-correct their behavior.

For both children and adults, we will all strive to:

• Encourage self-reflection and continuous learning.
• Intervene appropriately to stop biased behavior displayed by children or adults.
• Commit to cultural humility and cultural sensitivity, becoming aware of situations that may involve bias, responding appropriately, taking action to prevent future occurrences, and refusing to ignore bias.

The following are examples of strategies that can be used for prevention, intervention and to help guide children’s behavior.

Positioning and observing:

The positioning of the teacher makes a difference in their ability to supervise and observe children as well as their readiness to respond. Whether in the classroom or on the playground, teachers need to place themselves where they can observe all the children at once and circulate among the children. When a teacher predicts that a child might have difficulty or need guidance, the teacher can support the child’s needs by shadowing the child and staying in close proximity. When teachers shadow children, intervention can happen proactively before negative behaviors occur and the teacher can model and facilitate use of positive behaviors that can be reinforced with the child in helping them practice use of appropriate social skills.

Noticing:

“I noticed” statements remind us to notice the child for just being who they are. I notice statements help to make a child more self-aware and help build a relationship. “I noticed” statements are positive, descriptive, and personal. "I noticed you wore a hat today", "I noticed you knew right where to go to find your coat", "I noticed you brought a banana for lunch today."

Describing:

When using positive guidance, teachers use descriptive language, or a technique called “sportscasting” to describe what they themselves are doing and/or what they see or hear children doing in a matter of fact, neutral and non-judgmental manner. For example, “You two both want this. It’s hard when you’re both holding onto this at the same time.” "I'm going to walk over to the counter and get some more milk," or "I see Tommy is playing with Charlie in the block corner. It looks like they are building a car." These are examples of how a teacher can talk out loud about what is happening. Acknowledging what we see without interrupting play or situations offers children clarity in the situation (when sportscasting around a conflict occurring), demonstrates to children you are fully present are paying attention while building trusting environments.

Descriptive Feedback:

Positive descriptive feedback is an evidence-based practice that is part of the teaching process to encourage learning. We use the word “feedback” rather than praise or reinforcement because children need to understand what they have done and why we are acknowledging it. Statements like “good boy,” “excellent job,” and “well done” are examples of praise that provide non-descriptive feedback. The child may respond positively to this kind of praise, but it does not help the child understand anything about his behavior or skills. Positive descriptive feedback provides information about the behavior and is a powerful strategy for teaching new skills.

1. Describe the behavior by including it in the feedback statement, telling the child exactly what behavior is being acknowledged.
2. Identify and provide feedback about skills. For example: “Excellent idea. You solved the problem of everyone wanting the tall blocks by sharing.”
3. Acknowledge publicly when appropriate.
4. Public acknowledgment can reinforce the skill or process for the child you are acknowledging and provide a model for other children.
5. Individualize the feedback using the child’s name.
6. Be consistent and be equitable Identify the child, family, and cultural norms for feedback and praise.

Classroom rules and expectations:

When adults provide consistency with expectations, children feel safe and more in control because they know what to expect. Classroom rules should be clear, simple and explicitly taught. Classroom rules are created using program wide expectations of; Be safe, Be kind and Stay curious. Examples could be: Use gentle touches with others. Put materials/toys away after you use them. Everyone helps put toys away at clean up time. We use people’s names when talking to them. Although consistency with expectations is important, it is also equally important to be able to individualize for each child’s unique needs. We must also be able to make individual accommodations for children’s unique needs.

Setting limits respectfully:

When setting limits with children, it is important to validate their feelings first. Ex. “I see cars being thrown. It looks like you are excited to play with the cars.” Second, communicate the limit with a neutral statement. “Cars are for driving not for throwing. Throwing cars could hit someone and is not safe.” Third, target acceptable alternatives. “You can hold onto the car with your hand when you drive the car on the car track or you can drive the car with your hand around the block town.” Try modeling the desired behavior. I.e. how to drive the cars by holding onto it. If the child continues to throw the cars, you can say, “If the cars are not staying in your hand when driving, you will need to choose a different activity.” State limits in the affirmative to let children know what they can do, and that you know how you plan to follow through with the limit before you state it. When setting limits, it is important to be confident and not state the limit as a question. Avoid using “OK” at the end of your statement. Let the child know what can be done, the expectations for the behavior, and the choices the child has. Children who have clearly defined limits and consistent expectations for behavior will have a greater sense of predictability and security which helps them function more successfully in a group.

Redirection:

Redirection is a common behavior strategy used to help children find a more productive activity to engage in. When a child is throwing blocks, we can redirect them to an area where they can safely throw balls. Sometimes redirecting children to activities more likely to elicit appropriate behaviors and interactions is a useful strategy. Stop a child from running around the room by saying, “Let’s go over here and paint a picture for a while.”

Choices:

Giving choices is a way to share control and allow children to feel some power in their situation. We aim to give children opportunities to make many choices throughout the day. Would you like to use the bathroom in 1 minute or 2 minutes? Would you like to put your coat on by yourself, with help from your friend or with help from me? It often helps to allow a child to make a choice between two situations or items designated by the teacher. This sends a message to the child that they are capable of being part of the decision making. The younger the child, the fewer the choices that should be offered at any one time. For example, a three-year-old may only be able to handle about two choices at a time, for example "Do you want the green crayon or the yellow crayon?" Older children can handle more choices. Give the child choices whenever possible.

1. Be sure to offer choices that you are going to be okay with.
2. Only give a choice you are willing to allow the child to follow through with. All choices need to be safe, logical and natural, and appropriate.
3. If a child is in danger, the adult must make the choice for them.
4. When a child is unable to make a choice, the adult should be prepared to make the choice for them.

Active listening/Emotional Literacy:

Active listening is part of the problem-solving process By itself, it fills a deep need held by all of us: to be heard, understood, and accepted. When used in positive guidance it also adds the priceless dimension of empathy. Although there is not a precise formula for active listening, there are some basic steps and some specific ideas to consider.

1. Teachers are open, approachable, and accessible to children. All feelings are accepted as valid, even those that may seem irrational to the adult. Feelings are never discounted or belittled but are respected as possessions of the child. Teachers encourage children to express their feelings without making light of them. It is important to remember and teach children that you may feel more than one feeling at a time and that our feelings can change quickly.
2. The teacher reflects to the child what he or she thinks the child is feeling, describing the actions of the child and naming an emotion. “You’re stomping your feet and making that grrr sound. It seems like you might be mad.” This leaves an opening for the child to correct the feeling if the feeling stated is inaccurate.
3. Label feelings. Every teacher should become familiar with many words that describe feelings. A list of feeling words and visuals showing feelings should be posted in the classroom and teachers should use these in their daily interactions with children. For example, encouraging children to participate in a feelings check in upon arrival. It is important to describe feelings as accurately as possible.
4. The teacher’s tone of voice is extremely important. It is expected that the teacher present with a warm, accepting, confident and empathetic demeanor.

Resolving conflicts and problem solving:

The role of the teacher in resolving conflict is to make it easier for children to communicate their needs and ideas for solving problems with one another. The teacher follows the steps below without interfering with the children’s own flow of ideas.

1. Help children identify the problem. Encouraging children to listen to each other as they talk about their own feelings and desires related to the problem. The teacher might say, "It looks like you two have a problem. Jeff, can you tell Ted what you want? Ted, can you tell Jeff what you want?" Restate the problem for the child(ren).
2. Encourage children to generate many solutions to the identified problem. The teacher might say, “How can we solve this problem?” Offer children visual cues, such as solution cards to help them come up with ideas.
3. Support the children to evaluate each of the solutions they have identified. Would it be safe for all parties involved? Would it be fair for both parties involved?
4. Help children carry out their solution. Give the solution a try!
5. Reinforce the process when the problem is solved using descriptive feedback.

Modeling:

Modeling is a powerful teaching tool. Adults have an impact on the lives of young children since children tend to observe and listen to everything (good and bad) the adult does. Children need to observe adults being positive, trying new things, admitting mistakes, treating others with respect, remaining calm, using creative problem-solving strategies, and taking good care of themselves. If children observe the adult modeling these positive behaviors, they will tend to emulate them and act in similar ways.

Environment and curriculum factors:

A well-planned program of instruction (developmentally appropriate curriculum, individualized plans, and a rich inviting classroom environment) is the greatest tool the teacher has not only to facilitate each child’s development but also to prevent behavior problems in the classroom. The strategies suggested throughout this policy must be taught at times when children are not at the height of using challenging behavior and instead incorporated into the daily routines and curriculum.

The use of Appropriate and Positive Touch⁸²:

Touch is an important part of growing, learning, feeling safe, and being comforted. Research shows that positive and appropriate touch is beneficial for early bonding, stress reduction along with healthy social and emotional development for children.

Learning about their bodies can help children understand touch such as how it feels and the many roles touch plays (soothing, nurturing etc.) and children not only learn about their bodies, but also that they have body ownership and a right to control how their body is touched. As children go through the stages of body awareness, they will learn to identify what is appropriate touch and what is not.

CDL staff will respect children and use supportive and positive touch with children in their care. If a child expresses that they do not want the comfort offered through appropriate touch, the child’s wishes will be respected unless the staff perceives an immediate safety concern that has to be responded to in order to keep the child and or others safe.

Staff will approach children from the front and verbalize what they will be doing before touching the child. This builds trust and helps the child know what the action is going to be. For example, a teacher may say to the child, “I see your diaper is wet and it will feel better to get a dry diaper. I’m going to pick you up and change your diaper.” Staff are intentional in providing ways for children to process and learn appropriate and positive touch which are, but are not limited to, sensory materials and activities, identifying body parts, games, songs, fingerplays, and self-help activities. Staff recognize that children’s specific needs are each unique and change as they grow older. Younger children, such as infants, may need to be held to be soothed, rocked to sleep, bottle fed etc. whereas an older preschooler may be taught to say “I need space” or “I want a hug.”

Staff model and coach children in using appropriate language based on developmental level and how the child feels about touch, respecting boundaries set for themselves and by others and by including language such as “Would you like a hug?” “Do you need a hand to hold?” “Please stop” “It hurts my body when you hit.” “Use gentle touches with your friends”.

              Examples of appropriate touch may include the following:

• Respecting personal space of the child and others.
• Responses affecting the safety and well being of the child and others (Holding the hand of a child for safety or reassurance)
• Responses supporting social and emotional development such as hugging gently if the child is   comfortable and initiates, lap sitting for children when child initiates, reassuring touches on the        shoulder, rubbing the upper back to calm a child.
• Helping a child to stand up who has fallen if they want assistance.
• Tending to an injured child’s wound/injury for first aid care.
• Touch for health and hygiene, personal care such as diapering, assistance with wiping after toileting if requested by child or parent so that child does not get a sore bottom. Applying diaper cream or         other ointments as requested and authorized by the parent(s)

              Examples of inappropriate touch include:

• • Satisfaction of adult needs rather than that of the child
  • Touching any child who does not want to be touched unless there is an imminent safety reason.
  • Kisses on the lips.
  • Corporal punishment, slapping, striking, or pinching, fondling or molestation.
  • Tickling for prolonged periods 

4. CDL Positive Guidance training and professional development requirements

1. CDL Professional teaching staff will complete 18 hours of Pyramid Model e-module training during their first year of employment and will use the Pyramid Model framework to make decisions about implementing universal practices, preventive behavior supports and planning, and intensive interventions.
2. CDL Professional teaching staff will complete 2-hour e-module of Pyramid Model training in Culturally responsive practice training to reduce implicit bias during their first 3 months of employment.
3. All CDL staff will receive face to face (in person or live platform such as zoom) training a minimum of once per year to review the full CDL guidance policy including any revisions.
4. All new CDL staff (student assistants, interns, volunteers, professional staff, support staff, administrative staff) will receive face to face (in person or live platform such as zoom) training in CDL positive child guidance policy before working with children. This will be documented in each individual’s personnel file.

Timeout Period (Definition) 

The CDL and DCF childcare licensing rules define a timeout period as a break from the large group that a child care worker/teacher offers a child to provide the child an opportunity to calm and regain composure while being supported by the child care worker/teacher.

Use of Timeout Periods (Qualifiers per state licensing)⁸³

Timeout periods should not be a first action taken and should only be used when other supportive strategies including providing clear verbal limits to stop the behavior have been tried and are not working. All the requirements listed below must be followed when using a timeout period with a child. (See list of examples of positive child guidance strategies.) If a behavior escalates and becomes aggressive, physical and or is dangerous to the child, other children, or adults, attempt to immediately safely stop the dangerous behavior and call the PIC phone or instruct other staff member to do so.

• Timeout periods cannot be used and are not appropriate to use with children under 3 years of age.
• Timeout periods cannot last longer than 3 minutes.
• Timeout periods should always be offered in a supportive and neutral (nonreactive) manner to children.
• Children should never be isolated or removed from the classroom setting.
• If assistance is needed with escalating or non-resolving persistent and challenging behavior, call the CDL PIC phone. Being proactive in your response can help prevent a challenging behavior from further escalating and becoming dangerous to the child or others. It is important to remember to call the PIC phone for assistance is there to help and support you and the children in your care.

When using a timeout period these steps must be followed: 

1. When using a timeout period, the behaviors need to be identified to the child.
2. The timeout period is offered in a non-humiliating manner. I.e. “I see your body is not being safe when blocks are being thrown. I am concerned a friend is going to be hit by a block. We need to keep everyone in our room safe. Let’s find space over here where we can take some deep breaths together and help your body to feel calm and to be able to hold the blocks in your hand and build your structure.”
3. Use minimal/simplified talking with the child while they are upset/dysregulated. This is an important step. It is difficult to process verbal information when the child is upset/dysregulated and over talking before the child calms down can continue to escalate the challenging behaviors.
4. When using a timeout period, the child needs to be in sight and sound, positively supported and under the supervision of an adult at all times. “I will be right here by you. You can let me know when you are feeling ready to keep the blocks in your hand and use them for building your tower.”
5. After the child has been able to calm down, the reason for the timeout period is explained to the child. Minimizing/simplified talking to the child while they are upset is important. It is difficult to process information when the child is upset and over talking before the child calms down can continue to escalate the challenging behaviors.
6. When the child is calm, the childcare worker/teacher has a brief conversation with the child to reflect on a more preferred choice.
7. The child is transitioned back to an activity.
8. The primary professional teacher is responsible for communicating with the child’s parents the same day of the occurrence and reporting in writing to the CDL Director. Parents and CDL Director need to be informed about the timeout period that occurred; including the events leading up to the timeout period and how the behavior(s) resolved. Be sure to share any strategies that worked and ask for parent input about strategies that have worked at home.

5. Grievance Procedure – Addressing concerns

At the CDL, we highly value trusting relationships and open dialogue in our CDL community. Asking questions and expressing concerns is an integral part of how we work together to provide a high-quality care and learning environment for the children in our CDL community.

Anyone; parents, staff or other affiliated party who has a concern, problem or complaint related to the CDL is encouraged to seek resolution of the matter.

Many topics can be addressed by talking with those we have relationships with and connections to and who may have knowledge of the problem we have concerns about.

              Below are examples of the common and initial methods we most often use when addressing a concern:

1. Person to person conversations and or scheduled meeting time      
2. Email to individual or program service accounts Childdevelopmentlab@sohe.wisc.edu
3. Phone call CDL main line: 608-263-4579

If you have tried these methods and feel they have not worked or if you feel your concern or complaint may be better addressed and or reviewed with someone outside of the immediate CDL community, you can use the “Reporting a Concern” form found on our CDL website. This form will be submitted to a person outside the immediate CDL community who is designated by the Dean of the School of Human Ecology. This is a person within the SoHE operations, but outside of the immediate CDL community. When using the “reporting a concern” form you should specify the following:

1. Identify yourself
2. Provide the facts of the concern and or any allegations relevant to the complaint.
3. State the relief/resolution sought

*Please note that we will take reasonable steps to ensure discretion for any concerns reported, however, if your concerns are related to CDL employee(s), we cannot guarantee confidentiality. There is certain information that, if shared within any reported concern, we are required to report and/or investigate. That information includes, but is not limited to, matters related to sexual harassment/sexual violence, stalking, theft, workplace violence, domestic violence, and threats to safety. If there is a need to report or investigate a matter, we cannot guarantee that your identity or concerns will remain confidential.

Please note that use of this form is not anonymous so that we are able to respond to concerns, determine any needed actions and further ask any clarifying questions to help aid in making necessary improvements and communicating any resulting resolutions by providing follow up communication.

Reporting a concern link: https://childdevelopmentlab.wisc.edu/current-families/

CDL Director will be notified within 1 business day after Dean’s designee receives a complaint.

The complainant can expect a written response from the Dean’s designee within 5 business days from receipt of the complaint. A copy of the response will also be sent to the CDL Director.

CDL Families: Often, families have a primary relationship with their child’s teacher and or CDL administrators. The parent may first discuss a concern with their child’s primary teacher(s). The family may request a special conference or meeting to discuss the concern in detail.

If the discussion with the teacher(s) is not fruitful, discussion with the Director may be appropriate. In most cases, the Director will gather additional information and or call a meeting of the relevant parties, facilitate discussions, and help to work out acceptable solutions and or resolutions and monitor action steps to ensure they are on track and getting completed.

If the family has been unsuccessful in achieving a mutually satisfactory outcome through communication with the teachers and or the Director and believes the matter should be pursued further, the family can use the "reporting a concern" link found on the CDL website.

      f. Center-Wide Expectations, Limits (rules) for Children

1. Everyone plays in a way that is safe for self, others and equipment.
2. Pretending to kill or hurt things is not permitted
3. If shoes or slippers are removed, they must be placed in a basket near the exit to grab in case of fire.
4. Sand stays in the sandbox area.
5. Wood chips stay with the other wood chips. Mud and blue enamelware stays in the mud kitchen area. Water stays in the water table
6. Children stay within sight and sound of a qualified⁸⁴ teacher at all times.
7. Everyone eats their own lunch, no sharing
8. Children stay seated while eating. 

     g. Policy on Use of Punishment⁸⁵

1. The use of punishment with children is strictly prohibited, even at family’s request.
2. Punishment includes, but is not limited to, punishment which is humiliating or frightening to a child; spanking, hitting, pinching, shaking or inflicting any other form of corporal punishment; verbal abuse, threats or derogatory remarks about the child or the child's family; binding or tying to restrict movement or enclosing in a confined space such as a closet, locked room, box or similar cubicle; and withholding or forcing meals, snacks, or naps.
3. Talking about or threatening punishment or restraint is prohibited. Children shall not be punished nor humiliated for lapses in toilet training.
4. It’s important for staff to stay calm when dealing with a crying child or difficult behavior. If you feel that you can’t handle things calmly, you need to seek help. Call a co-teacher or the Director for help and then TAKE A BREAK.