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Child Care Subsidy Provider Handbook 14 Discipline Discipline is one step in the long, slow-building process of a person’s knowledge of what is right and wrong, of what is acceptable and not acceptable, and of what the do’s and don’ts in life are all about. No one is born knowing how to get along in the world. Someone must show or teach acceptable behavior to each child as they grow out of infancy through childhood, adolescence and into adulthood. Addressing Challenging Behaviors A discipline system should demonstrate for children what they are expected to do rather than listing what they should not do. It should set forth clearly for children what is good and appropriate behavior and demonstrate it so children know what is being asked of them. If any consequences are to result from a child’s behavior, it is preferable that they be positive responses to appropriate behavior rather than negative responses to inappropriate behavior. The goal of discipline is to help children learn the skills necessary to control their own actions and decisions, rather than depending on outside controls from an adult. Learning self-control is a long process. We cannot expect a child to learn all these skills in the first few years of life. Discipline is not Punishment Discipline and punishment are two separate approaches to children’s behavior management. Enforcing a punishment creates suffering for the past behavior of the child. Discipline, though, can support the current and future behavior of the child. Regardless of age, we respond more willingly to discipline that is loving, firm and kind than to that which is cold, angry and scornful. Discipline which is humiliating, frightening or physically harmful to the child should not be used at any time. A child should never be struck or forcibly isolated. It is recognized that there are times when firm restraint may need to be used. It should only be used when required to protect the child from harming themself or others. When the need for the restraint is over, it should be explained to the child why the action was necessary. Recommendations for providers3 • Develop a written policy that prohibits suspension and expulsion. • Develop written policy for positive behavioral support that is positive and not punitive. • Develop a written policy for transitions for rare instances where the child has needs the program cannot meet. These plans include shared decision-making with families, a supportive handoff to another program, and securing any screenings, evaluations or supports identified by the caregiver, family, program staff and specialists. • Access resources for early childhood mental health consultation, positive behavioral intervention support or other social-emotional supports and ensure these are implemented with attention to bias and disparity. • Include content on racial bias in the context of challenging behavior and discipline as part of onboarding and ongoing training and professional development. • Use a data collection system that records disaggregated data (at least by race, ethnicity, gender, disability and language) on disciplinary practices, including behavior incidences, expulsions, suspensions, planned transitions or any other form of harsh discipline. Data are examined at least quarterly and used to inform professional development and policy.