Building a relationship
Every step of our welcome process (including our free integration week) is designed to give families the information they need, for the smoothest transition possible. We provide lots of resources, and are always happy to help families understand how our values guide our care.
Even still, at the beginning, it can be hard to believe those tears will dry, which is why we love sharing photos of the happy times you can't imagine at drop-off.
After a month of strategic introductory visits, building familiarity, some crying at drop-off is not unusual, but if it's extensive, we start looking for other causes, and start applying one ore more of the strategies outlined below.
Supported with communication
With open, ongoing communication, proactive parent-teacher cooperation, and a structured schedule, we know we can work through the most challenging behavioural phases. Sometimes these things just take time.
Whenever we make exceptions to our regularly scheduled programming (outlined in our Parent Handbook), we collaborate with families to create a plan that everyone can support.
The handbook explains that our approach to guidance involves helping the kids understand the natural consequences of their actions. Stomping on the books can tear them, and if they throw the toys, someone can get hit. Ouch!
We believe young children want to understand the world, but if they are experimenting with physical behaviours, we use a logical consequence instead: You hit, you sit - for one minute per year of age.
This puts the consequence on the actor, rather than victim.
We use a timer to make sure justice is swift and fair, and let parents know, so it can also be universal.
If injuries are sustained, the event will be documented with an incident report, with everyone's identities protected.
There's always tomorrow!
Regardless of the circumstances, Buddings teachers can NEVER ostracize, isolate, restrain, or shame children over their behaviour. (Good, right?) No timeout chair, no room to be sent to, and normally, no punishments of any kind.
In the event that repeated occurrences are preventing the teachers from keeping the daycare safe, we may call and ask a family member to collect the child ahead of schedule. It's not because we're mad, or incapable. It's because we're teachers.
Being sent home teaches children that unacceptable, unsafe behaviour has real consequences, including disappointing their parents, missing out on playing, and leaving their friends.
If it comes to this, we will send home an objective report of the day's events, including our strategies. Then, it's up to families to work with their kids to come up with acceptable responses, so everyone can have a better visit next time. (The sooner the better, honestly!)
Usually, the lesson does not need to be repeated, and children who have learned it know that daycare is a respectful place, where rules are upheld, and everyone is treated fairly.
Because, at the end of the day, teachers are not parents. Our standards are set by licensing, and our members expect us to provide the safe, educational care we promised when they joined. We take that very seriously.
We want to work with families and with children, but if they can't or don't want to work with us, we have to acknowledge that.
Which we will do, according to our policies, values, and with unconditional positive regard.