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Discipline and Behavior Management Policy

Praise and positive reinforcement are effective methods of the behavior management of children. When children receive positive, non-violent, and understanding interactions from adults and others, they develop good self-concepts, problem-solving abilities, and self-discipline. Based on this belief of how children learn and develop values, this facility will practice the following discipline and behavior management policy:


  • DO praise, reward, and encourage the children
  • DO reason with and set limits for the children
  • DO model appropriate behavior for the children
  • DO modify the classroom environment to attempt to prevent problems before they occur
  • DO Iisten to the children
  • DO provide alternatives for inappropriate behavior to the children
  • DO provide the children with natural and logical consequences of their behaviors
  • DO treat the children as people and respect their needs, desires, and feelings
  • DO ignore minor misbehaviors
  • DO explain things to children on their levels
  • DO use short supervised periods of time-out sparingly
  • DO stay consistent in our behavior management program
  • DO use effective guidance arid behavior management techniques that focus on a child’s development


  • DO NOT spank, shake, bite, pinch, push, p-μ11, slap, or otherwise physically punish the children
  • DO NOT make fun of,-yell at, threaten, make sarcastic remarks about, use profanity, or otherwise verbally abuse the children
  • DO NOT shame or punish the children when bathroom accidents occur
  • DO NOT deny food or rest as punishment
  • DO NOT relate discipline to eating, resting, or sleeping
  • DO NOT leave the children alone, unattended, or without supervision
  • DO NOT place the children in locked rooms, closets, or boxes as punishment
  • DO NOT allow discipline of children by children
  • DO NOT criticize, make fun of, or otherwise belittle children’s parents, families, or ethnic groups


  • INFANT – 6 weeks
  • TODDLERS – 13 months to 2 years
  • TWOS – 2 years to 3 years
  • THREES – 3 years to 4 years
  • PRE-KINDERGARTEN – 4 years to 5 years
  • AFTER SCHOOLERS – 5 years to 12 years

Class determination will be based on the same standard used by the New Hanover County Schools: The child’s age by August 31 of the current school year.

Biting Policy

I. Mission:

It is our mission to provide a safe and loving environment for children. We understand that a child biting other children is one of the most common and most difficult behaviors to deal with at preschools. It can occur without warning and can be difficult to defend against. Biting provokes strong emotional responses in all parties involved, namely the biter, the victim, the families, and the teachers. When biting occurs, we take it very seriously. Our goal is to eliminate the biting behavior as quickly as possible.

II. Before Children Bite:

Several practices have been put into place to alleviate some of the triggers for biting. They are listed below:

  • Build quality relationships: Teachers develop nurturing relationships with each child, so we know each one individually and can meet their needs.
  • Provide a healthy environment: Each classroom is designed to be busy with small and large group settings as children learn to share “work” space. Teachers model social behavior as children learn to communicate with each other safely. This will provide a calm and soothing classroom setting that is non-threatening and not overwhelming for children. A daily routine is provided as well. When children feel the security of a routine, they handle their emotions better.
  • Provide social & emotional tools for children such as books about biting, building friendships, and the reward of making good choices. The books will help build self-confidence, self-control, and self-regulation. A second tool we use is role modeling. Teachers offer phrases, such as “I see you are waiting your turn to play with_____, or “Let’s ask your friend if you can have a turn when they are done.” Giving these communication tools help build trust as they wait their turn. A sense of calmness fills the room as teachers and children follow through with this solution.

III. Why Children Bite?

  • Teething discomfort. The child bites to apply pressure on the gums to soothe the pain of emerging teeth.
  • Experimental: The child bites and mouths objects as they explore and discover the world around them.
  • Overstimulated: The child bites during times of transition or times of being overwhelmed.
  • Frustration: The child bites when they get irritated or upset and haven’t learned the words to communicate their need or the socially accepted way to get what they want.
  • Craving attention: The child bites to get the attention of a caregiver or parent. They are seeking a reaction.
  • A sense of power: The child bites because it gives them an immediate sense of power.

IV. When a Child Is Bitten:

When a child is bitten, the biter is removed from the place of play with no emotion. They are told “biting hurts”, “we don’t bite people”, or “we don’t put our teeth on people”. The biter is spoken to on a level of understanding as it applies to them and redirected to another place of play. The two children are separated from playing together. The attention is given to the victim. Their bite is washed with soapy water, rinsed off, and ice pack is applied. Extra care and attention is given to the victim.

An incident report is completed for both children. Both parties receive parent signatures.

Administration is notified by the teacher immediately. Within 24 hours, administration will meet with the team and review the details. Advice will be offered as possible solutions that may avoid reoccurrence.

V. When Biting Continues:

  • Biter will be shadowed by a teacher as the continuing cause is determined.
  • The team will meet with the administration daily for advice, support, and strategy planning.
  • Teachers will chart every occurrence, including attempts. The chart will include the time, location, teachers present, and circumstances leading to the biting incident. Notes to be included on chart are the behaviors/disposition of biter (how they came in, morning drop off/health questions addressed)
  • Teachers and administrative staff will work together with parents of both biter and victim. A plan of action will be implemented with daily communication to all parties of the progress.


little girl pretends to be a sailor