Discipline Rules and Rationale for The State Of Michigan

R (1) Discipline  (1) The staff shall use positive methods of discipline that encourage self-control, self-direction, self- esteem, and cooperation.

R (1) Discipline - Rationale  Discipline is most effective when it is consistent, reinforces desired behavior and offers natural and logical consequences.  Positive methods of discipline create a constructive and supportive social group and reduce incidents of aggression.  Caregivers are more likely to avoid inappropriate practices if they are well trained about effective, positive methods for managing children's behaviors.

Discipline is not just getting a child to "mind". It involves helping a child to gain control over his or her behavior.

Positive methods of discipline include:  Redirection or distracting a child from the unacceptable activity to a constructive one.  Planning ahead to prevent problems.  Encouragement of appropriate behavior.  Consistent, clear rules.  Talking to the child about the feelings he/she is having.  Suggest solutions and involve the child in solving problems.  A relationship between the behavior and the discipline method.  Tailoring the method of discipline to the individual child.  Removing the child from the source of conflict.

Time-Outs  If "time-out" is used, it should not be a first choice, but a last resort technique for children who are harming themselves or in danger of harming others. It is an opportunity for children to clear their minds and rejoin the group or activity in a more productive state. Time-out is not an appropriate discipline technique for infants and toddlers.

Before using “time-out”, caregivers should assure:  Their expectations of the child's behavior are realistic.  Consequences immediately follow the child's behavior.  Children are not humiliated or made to feel threatened or afraid.  Children are not left alone.  The time-out does not last longer than it takes for the child to calm down.

R (2) Discipline  (2) The following means of punishment shall be prohibited: (a) Hitting, spanking, shaking, biting, pinching, or inflicting other forms of corporal punishment. (b) Restricting a child's movement by binding or tying him or her. (c) Inflicting mental or emotional punishment, such as humiliating, shaming, or threatening a child. (d) Depriving a child of meals, snacks, rest, or necessary toilet use. (e) Confining a child in an enclosed area, such as a closet, locked room, box, or similar cubicle.

R (2) Discipline - Rationale  Children deserve to be treated respectfully and appropriately in a positive manner.  Discipline helps children gain control over their behavior. Children act best when they know the rules and know they are expected to follow them.  Research links mental and emotional stress and corporal punishment with negative effects such as impairment of learning and later criminal behavior.  Reasons for prohibiting certain methods of punishment include current child development theory and practice, legal aspects, and increasing liability suits.

R (3) Discipline  (3) Non-severe and developmentally appropriate discipline or restraint may be used when reasonably necessary, based on a child's development, to prevent a child from harming himself or herself or to prevent a child from harming other persons or property, excluding those forms of punishment prohibited by subrule (2) of this rule.

R (3) Discipline - Rationale  Undue physical restraint, especially with bonds, ties, or straps, is inappropriate.  If it becomes necessary to restrain a child, for his or her own or other's protection, holding the child as gently as possible is acceptable. Children shall not be physically restrained longer than necessary to control the situation.

SUMCC Parent Guide  DISCIPLINE  Our discipline policy is based in helping children become self-aware of their choices and our staff offering choices to help your child make a responsible choice. Generally, if a child is making an inappropriate choice, staff will verbally remind them of the rules and importance of safety at the Center. We make a point of children stating the choice he/she made and understanding if the choice was a good choice or bad choice. We strongly believe that nobody should be hit. Nobody has a right to hit other children.  We make a point of modeling to children to use their words to solve problems. We reinforce positive actions with praise and acknowledgement.  A child may be given the choice to separate from the group, if he/she persists in disruptive behavior. The child will be counseled on the choice he/she made and solutions to correct the choice. In rare circumstances, a child may have to be removed from the group, if he/she is repeatedly disruptive. Employees communicate with parents on a daily basis. If a behavior problem exists, we work together to find a solution. If we are not able to meet an individual child’s needs, parents may be asked to seek alternate care.

“A Child Does Not Misbehave. A Child Behaves In A Way To Get His/Her Needs Met”