Child Guidance Procedures

1. Child Guidance Procedures Overview

2. Performance Standard • 1304.52 (i) (1) Grantee and delegate agencies must ensure that all staff, consultants, and volunteers abide by the program's standards of conduct. These standards must specify that: (iv) They will use positive methods of child guidance and will not engage in corporal punishment, emotional or physical abuse, or humiliation. In addition, they will not employ methods of discipline that involve isolation, the use of food as punishment or reward, or the denial of basic needs.

3. Why is what you do so important?

4. “I touch the future. I teach.” -Christa McAuliffe “South Plains Community Action Association, Inc. recognizes the earliest years can set the stage for lifetime emotional well-being, social skills and competencies or can be the basis for social-emotional problems in later years.” -Child Guidance Procedures, p. 1

5. Conscious Discipline Framework • Feeling safe, connected, and loved in the community of a “school family” promotes positive behaviors. • The power to control oneself and one’s reactions comes from within. • Teachers are able to consciously model positive behaviors and discipline strategies. • Conflict is inevitable in any classroom and provides opportunities for children to learn new skills and coping strategies. http://beckybailey.com p. 1

6. General Information for Parents • There is no single right or best way to raise a child. Parenting is the hardest job and no parent should expect to be perfect at it. Just do your best and your child will be fine! • Clear, consistent expectations and boundaries are vital for every child’s development. • It is normal for children to experience a wide variety of emotions. They need to know it’s okay and be taught how to appropriately express those emotions. p. 2-3

7. Dual Language Learners • Refers to those children who learn two or more languages at the same time. • SPCAA Head Start/ Early Head Start will do what is necessary to accommodate dual language learners and their families.

8. Purpose of Child Guidance Procedures • Is to provide some helpful information and practical suggestions for working with children and managing behaviors, both at home and in a classroom setting • Is NOT to cover every possible situation that may come up • It is a requirement that SPCAA HS/ EHS staff and parents read the Child Guidance Procedures thoroughly and sign the appropriate page upon receipt of the document p. 4

9. Texas Department of Family and Protective Services: Child Guidance Guidelines Discipline must be: • Individualized and consistent for each child; • Appropriate to the child’s level of understanding; and • Directed toward teaching the child acceptable behavior and self-control. A caregiver may only use positive methods of discipline and guidance that encourage self-esteem, self-control, and self-direction, which include at least the following: • Using praise and encouragement of good behavior instead of focusing only upon unacceptable behavior; • Reminding a child of behavior expectations daily by using clear, positive statements; • Redirecting behavior using positive statements; and • Using brief supervised separation or time out from the group, when appropriate for the child’s age and development, which is limited to no more than one minute per year of the child’s age. p. 5

10. Texas Department of Family and Protective Services: Child Guidance Guidelines What are some consequences or discipline/ punishment methods the Texas Child Guidance Guidelines prohibit us from doing in a licensed facility?

11. Texas Department of Family and Protective Services: Child Guidance Guidelines There must be no harsh, cruel or unusual treatment of any child. The following types of discipline and guidance are prohibited: • Corporal punishment or threats of corporal punishment; • Punishment associated with food, naps or toilet training; • Pinching, shaking or biting a child; • Hitting a child with a hand or instrument; • Putting anything in or on a child’s mouth; • Humiliating, ridiculing, rejecting or yelling at a child; • Subjecting a child to harsh, abusive or profane language; • Placing a child in a locked or dark room, bathroom or closet with the door closed; and • Requiring a child to remain silent or inactive for inappropriately long periods of time for the child’s age. p. 5

12. Behavior Tracking Procedures • Discusses the form used at our grantee sites to track behavior • Pay attention to extreme changes in child’s mood, behavior, play, etc., and document with Behavior Tracking Form • Remember: If it’s not documented, it didn’t happen! • After 5 Behavior Tracking Forms: • Complete an ICOPA (Individual Child Outcome Plan of Action) • Refer to MH/D using Inter-Intra Agency Referral Form (with parent’s permission) p. 6

13. Maintaining Consequences: What is reinforcing this behavior for the child? What does the child get out of the problem behavior that makes him/her continue the same strategy? Does the child obtain his/her desired outcome? This is NOT what the teacher does to teach or discipline the child! p. 6

14. Performance Standard • 1304.24 (a) Mental health services. • (1) Grantee and delegate agencies must work collaboratively with parents (see 45 CFR 1304.40(f) for issues related to parent education) by: • (i) Soliciting parental information, observations, and concerns about their child's mental health; (ii) Sharing staff observations of their child and discussing and anticipating with parents their child's behavior and development, including separation and attachment issues; (iii) Discussing and identifying with parents appropriate responses to their child's behaviors; (iv) Discussing how to strengthen nurturing, supportive environments and relationships in the home and at the program; (v) Helping parents to better understand mental health issues; and (vi) Supporting parents' participation in any needed mental health interventions.

15. Time Out • Should be no longer than one minute per year of a child’s age • Is most effective when used infrequently and combined with other discipline methods • Should not be carried out in a threatening manner p. 7-8

16. Child Guidance Procedures • Mental Health Referral Procedures- p. 9-10 • Inter/Intra Referral Procedures- p. 11

17. Naptime Procedures • Child-staff ratios are to be maintained at ALL TIMES • Naptime should be no longer than 90 min • Children are NOT forced to sleep, close eyes or cover head • If a child refuses to lie down, s/he will be provided with a quiet place to play and activities to help him/her relax (this is not cause for a Behavioral Tracking Form) • Offers of candy or stickers are bribes and do NOT help children develop self-control p. 12-13

18. Naptime Procedures • Temperature is to be suited to children and will allow for the children to rest comfortably • Do NOT set lower than 72* • Lighting can be dimmed to help children rest but teachers must still be able to see all children at all times • Napping equipment • Should not block exits/entrances • Should allow for children and staff to easily walk between cots/mats without stepping over other children (EHS cribs should be at least 3 feet apart) • Should be set up so that there is easy access to the walkway • Be arranged so that the caregivers can easily see all children p. 12-13

19. Toileting • Children will NOT be denied access into the program as a result of whether or not they’re toilet trained • Teachers and parents will collaborate and agree on a toilet training strategy • Toileting facilities are modified to be inviting and developmentally appropriate • SPCAA HS/EHS will provide necessary diapers, wipes, etc. • Parents should provide change of clothes • Remember: Children develop at different rates! p. 14

20. Child Guidance Procedures Staff are to read and sign page 15 • Original is placed in TDFPS folder • Copy goes to HR Parents read and sign page 16 • Original goes in Child’s Brown Folder • Copy is given to parent/guardian

21. Questions? (806) 762-8815 Jennifer Crookham jcrookham@spcaa.org Blanca Herron  bherron@spcaa.org Leigh Wells  lwells@spcaa.org