Behavior Management

Behaviour Management Policy

The program and environment are designed purposefully to support desired behaviours and discourage undesired ones.

 Provided is:

  • independent access to and a selection of toys and materials
  • sufficient space and time for uninterrupted play
  • access to noisy, messy and quiet areas
  • outdoor space for movement and large muscle activities
  • space, materials and opportunities for socialization and pretend play
  • activities planned based on children’s interests and developmental levels
  • open-ended materials that support creativity and problem-solving


Behaviour guidelines are determined by three rules:

  • Respect yourself
  • Respect others (children & adults)
  • Respect the learning environment, equipment & materials


 The expectations and behaviour guidance strategies are based on an understanding of child development. We recognize that growing and learning means making mistakes and difficulties are a normal and expected part of children’s development.

  • Discipline is handled in a positive manner…”We use inside voices so we don’t bother the other children working”…rather than “Quit yelling!”
  • Limits are stated in a positive way.
  • Children will be spoken to in a respectful way at all times.
  • Opportunities are provided for children to make choices (practice decision making). This supports the development of self-control and minimizes frustration. Choices are not given when there are none.
  • Appropriate behaviour will be model and encourage. We are involved with, and available to, the children to help them clarify their words, actions and feelings to others. We will use physical closeness (moving closer, standing or sitting beside) and touch (hand on a shoulder) to help put children back on track and help them regain self-control.
  • Conflict situations will be discussed with the children, and by providing alternatives and guidance, help them resolve disputes. The feelings of the children will be acknowledged. If children don’t have ideas for resolving the issue, some choices will be offered. These teachable moments will help children gain valuable negotiation skills.
  • Children who continue to misbehave after being spoken to may be removed from that situation and asked to sit out until they gain self-control or may be redirected to try another activity. Children are usually taken aside and spoken to quietly. The focus is always on the behaviour, not on the child’s character.
  • No physical punishment is used. No comments are made that may undermine a child’s self-respect.
  • It is unacceptable to deny a child physical necessities.
  • A child may have to be physically restrained to avoid hurting himself/herself, others or damaging the daycare. I will remain with the child until it is felt that he/she can return to the group in a successful manner and will monitor the child after returning. Should this be the case, the child’s parents will be contacted and made aware of the circumstances involved.
  • If a child’s behaviour becomes a problem, we will discuss it with the parents and try to work out a solution to help the child.