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A Focus on Infant/Early Childhood Mental Health
September 2023
Positive Classroom Management
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This newsletter focuses on sharing information on infant/early childhood mental health and
the importance of relationship-based approaches and supports that help infants and young children feel safe, supported, and valued by the adults around them. The newsletter, and the Infant Early Childhood Mental Health Consultation (IECMHC) program, is made possible by a partnership between the Office of Child Development and Early Learning (OCDEL) and the Pennsylvania Key.
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The words discipline and punishment may bring up similar feelings, but there is a difference between the them.
According to Psychology Today:
Discipline:
- Has a long-term impact on behavior
- Teaches through modeling, feedback, and coaching
- Focuses on skill-building.
- Assumes positive intent and sees a child’s inherent goodness.
- May include natural or related/relevant consequences.
- Results in the child learning new skills to meet developmentally appropriate expectations.
Punishment:
- Has a short-term effect on behavior.
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Teaches through fear, threats, abandonment, and/or pain.
- Focuses on wrongdoing.
- Assumes negative intent and often includes judgment.
- May include unrelated, negative consequences.
- Outcome is often child avoidance and/or shame.”
This issue of the September IECMH newsletter explores the differences between discipline and punishment. We also explore ways to support children so they can learn positive self-regulation techniques and engage in relationship-building in positive ways.
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Guidance is about building an encouraging, positive setting for every child in your class. You guide behavior by establishing predictable routines, setting clear rules with children, and modeling kindness and respect. Positive guidance helps young children develop healthy social-emotional skills.
Positive Guidance for Young Children: Be Thoughtful. Young children are learning to manage their behaviors and feelings. Your responses matter to children in these moments.
Guidance and Discipline in Child Care. A listing of articles that provide basic information to help childcare providers guide the behavior of young children in the child care setting: Preventing Misbehavior, Guiding Children’s Behavior, and Handling Biting.
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Teachers have found much greater and long-lasting success when using "time-in" instead of time-out. By drawing the child in, rather than removing the child from the situation, teachers can use this time as a teachable moment.
Discipline is…the next step after time-out. Time-out was not meant to be a discipline technique. Its original purpose was to give the child a time to calm down (and often the adult, as well) so discipline could follow. It is well known that when a person is upset, they are not capable of rational thought. So the teaching and learning is that true discipline cannot happen until all parties are calm.
Time for a Time-Out. Research indicates that time-outs work in getting a child to behave in the short-term, but it doesn't change behavior long term.
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Positive Feedback and Encouragement | |
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Positive descriptive feedback is one of the most effective ways to reinforce desired behavior in young children. Equally useful for both teachers and caregivers, positive descriptive feedback tells children exactly what they’ve done, gives them direct reinforcement for acting appropriately, and encourages them to use that behavior in the future.
10X: “Good Job” Alternatives. Try these suggestions to give preschoolers specific, detailed information that recognizes their achievements and encourage their learning.
Encouraging the Positive. A handout with tips on positive feedback for both infants and toddlers
Starters for Giving Positive Feedback and Encouragement. Use these positive sentence starters throughout the day and across a variety of learning activities.
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Alternatives to Behavior Charts | |
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Behavior charts are visual cues (e.g., posters) that show feedback about the level of behavior performance for children in the classroom. On the surface, these charts seem like easy ways to signal when children are engaging in unwanted behavior. However, in the long run, they have several negative side effects such as labeling and stigmatization, provide class-wide attention for unwanted behavior and it doesn’t teach the skills that are missing.
Ditch the Clip! Why Clip Charts are Not a PBIS Practice and What To Do Instead. It is recommended teachers use instructional and preventative approaches that teach prosocial behavior. Learn about better alternatives to clip charts to build safe, predictable, and positive classrooms.
Column: Hey teachers, please stop using behavior charts. Here’s why. Seven reasons teachers need to trash the behavior charts.
Rethinking the Stoplight infographic. Behavior management tools, such as the stoplight or other chart systems, are frequently used in preschool and elementary classrooms. They ’re seen as effective ways to motivate children to follow classroom procedures and to reduce problem behaviors. What’s not to like?
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Raising children can be one of the most challenging parts of life’s journey. As a parent, you know that it can be difficult to provide the guidance your child needs. It is essential to find the right balance between providing support and exerting too much control. Learn more about positive guidance strategies that parents can use as they guide their children toward becoming happy and successful adults.
Praise, Encouragement and Rewards. Praise works best when it describes the behavior you like. Encouragement is praise for effort – for example, when children are trying hard. Children of any age, including teenagers, are likely to respond well to praise and encouragement. Rewards can reinforce positive behavior, but it's best not to overuse them.
How Positive Attention Can Reduce Behavior Problems. Daily doses of positive attention can reduce behavior problems.
Are Time-Outs Helpful or Harmful to Young Children? A short break from interaction can help them cool down. In the context of a loving, strong parent-child relationship, giving children (and parents) this space to calm themselves can be helpful, not harmful.
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IECMH Consultation helps adults strengthen their relationships with young children and build capacity to respond to children’s social-emotional needs. IECMHC can help reduce caregiver stress, as well as increase caregivers’ reflective practice skills.
IECMH Consultants are available by appointment to provide IECMHC Virtual Office Hours consultation via telephone or video conference. IECMHC Virtual Office Hours is a short-term, collaborative, problem-solving conversation to help you find next steps for: Child Social-Emotional Concerns | Child Behavioral or Developmental Concerns Emotional Well-being of Teachers and Caregivers | Partnering with Families.
Appointments are held on the first and third Fridays of the month, or other days/times by request. Get more info.
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Accessing IECMHC Services | |
Accessing SACCMHC Services | |
With the generous support of the Office of Child Development and Early Learning (OCDEL), the Pennsylvania Key IECMH Consultation team was able to add staff member, Lauren Walter, to support School Age Child Care (SACC) programs participating in Keystone STARS. This service will be primarily tele-consultation support. Click here to request support. | |
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Share your feedback! We'd like to hear what you think about infant early childhood mental health.
Are there resources you'd like to see? Questions you have? Tell us! Send your feedback to PAIECMH@pakeys.org.
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