• Limit setting: Children are given basic, clear, and concise rules to guide their behavior. Boundaries and expectations expand as children develop.
• Consistency: So children know what to expect, limits and expectations are consistent throughout the classes, and all adults respond in a similar way to conflict situations.
• Tone: A kind yet serious tone delivered by intervening adults reinforces children’s sense of security and lets them know the situation is under control.
• Modeling: Adults clearly demonstrate compassionate, caring bahaviors that set examples for children to follow.
• Passive intervention: Teachers give children time to work through their own problems, but are there to help if things escalate to destructive or aggressive behavior.
• Physical intervention: Children are physically separated if they begin to hurt each other.
• Identifying/ interpreting: Teachers clarify problems, diffuse tension, and facilitate problem solving.
• Validating feelings: Acknowledging one’s own emotions and those of other children facilitates learning.
• Generating options/solutions: Children are given tools to settle conflicts (negotiate, make retribution, collaborate, etc.).
• Redirection: A request to stop a negative behavior is accompanied by a suggestion for an appropriate behavior to replace it.
• Natural consequences: Teachers point out and reinforce natural consequences as they occur. Children see the results of their own behavior and begin to modify it accordingly. “You threw sand after we asked you not to. Now you need to leave the sandbox and find a different area to play in.”

For more information about disciplinary techniques, call the ECEC administrative office, (858) 246-0900, weekdays 7:30 a.m. – 4:30 p.m.