Deal with the true intent of the offense.  Children hit to get what they want in the quickest way that has worked in the past.  We need to help them get what they want.  They have already seen that hitting hurts others, repeating that it hurts will not help them change the behavior.  Give them something new to try, such as; clap your hands or stomp your feet, say help me, please, that will get someones attention and they can help you.  Children love to try new things and are the best observers of the world.  Trying new things is how children learn about their world; use that to help them continue to grow.

Avoid saying, “don’t hit” without offering something more, such as “be nice”

Instead use words that tell what we DO want.

1)      If a child hits for seemingly no reason. Use words like;

a)    Personal space,  Share

b)    This is a safe place for everyone.

c)     Hands are used to do nice things.  What are some nice things?

d)    We keep our hands to ourselves.

e)    Your friend looks sad, now what should we do?

f)      You can drum on this drum, pan or box, if you like that feeling.

g)    We do that if we are cleaning the dust out of our big rugs

h)    What else is a good way to use your hands? Offer answers; Volleyball, a game of hungry hippos.

2)    If Bobby hit Sam for something specific, like getting a toy, say…

a)    We ask for toys.

b)    School is a safe place for everyone.

c)     Can you think of a reason Sam would want to give you the toy?

d)    Let’s try getting what we want in a nice way.

e)    Trade for a toy is a nice way to get the toy and still have friends that like you.

f)      Could you ask if Sam would share the toy?

g)    Could you ask if Sam would give the toy to you when he is done playing with it?

h)    We can always get a timer and take turns.  Tell Sam you want to take turns and get the timer.

i)       If you try asking 3 times and you still do not get what you want, come to an adult; we are here to help you get what you want.

1. May I use that toy now?
2. Can we trade?
3. Can we play together?

3)    Model good behavior and have the child demonstrate the new strategy, immediately!

a)    Go to the offended child and say, “Bobby is sorry he hurt you, Sam.  Bobby wanted the toy you were playing with.”

b)    Have bobby apologize in the same way.

c)     Bobby would like to try again in a new way.

d)    Let’s all practice 3 ways to get what we want in a nice way, OK?

This entire scenario should take less than 5 minutes; less and less time is needed with repetitions.

Be glad for conflicts as this allows a chance to teach and learn.

Aggressive behavior though developmentally normal is unacceptable, this plan was created is in order to teach children other, more positive ways to express their emotions and deal with challenging situations.

1. Logical Consequences are….

• Immediate
• Appropriate – developmentally and for the situation
• Clearly established and consistent – no take backs!

“Alright, you hit that means…” every time.

• Remain calm yourself, shouting/hitting yourself creates a lasting image of the undesirable behavior as okay or even right since the authority figure does it too.

Often a time-out/away is enough

Teaching Alternatives to hitting

1. 1. Talk it out: “It is not okay to hit, hitting hurts your friends and makes them sad, we should talk to our friends instead”

“Its okay to get mad sometimes, but hitting is wrong, next time… (brainstorm with child)”

1. Try Show and Tell – “What do you think happened?” “Were you angry? What caused it? How can this be avoided in the future?”
2. Encourage them to come to adults for help
3. Be a good model and have the children around them do the same, and share the same consequences if they display the same undesirable behavior.
4. In addition…
   1. Redirect (prior to the behavior becoming an issue is best)
   2. Have the child work off the extra energy
   3. Reward good behavior – some people think negative attention is better than no attention so it is important to recognize and give attention when you can be positive and encourage those behaviors
   4. Model and encourage apologies, don’t be afraid to say it for them the first few times
   5. Limit TV/bad role models; monkey see, monkey do.

Take time before you leave them to say something like; “goodbye, see you in 1 hour, I will miss you but we will be together again after I finish working with the grown up team that counts on me, help your team of friends too, I love you, have a great day, we will go the the grocery store when I pick you up, you can help me cook dinner when I pick you up.”  begin this habit as soon as you can and the separation anxiety will be minimized for everyone.

Children may still cry, but the caregiver will have a much easier time reenforcing what you said. So, to move your child into the learning and playing environment quickly always say “goodbye.”

1. Show your child around the house to the places they will be allowed to go.  Telling them about everything you can think of.  With older children, 2 and up- the kitchen is very interesting.  Show them snacks they can have later(a banana, pear, granola cookie). During the tour tell your child where you are going in little child terms, (Mommy is getting a hair cut, kids can’t go where there are sharp scissors or Mommy and daddy need to meet some other grown ups, we are not able to bring you because no one else can bring their children.) – children understand more about reason and fairness than we give them credit for.  This is a well studied fact, even very small children.* 
2. Have the care giver repeat the same tour before you leave with you in tow.  When your child finds something of interest have your care giver say “We have to let Mommy and Daddy get going so we can come and play with that.”  Have the caregiver ask your child if they like music (or some other thing the parents know they like, use that as the second redirect.),”and we have to turn on some music.”
3. Children 3 and up – Find a window that your child can watch the car leave from.  Take the child to the window and have them wave and blow kisses, saying “See you soon. We are going to have fun!”  Care givers should go immediately to the thing the child found interesting during the tour.

Children who have more information do much better than ones getting dropped off with a bag and a good luck, no matter how old they are.  They may still cry a little but fussing should be greatly reduced.

* Scientific American summary blog (one of many)

Cooperation Is Child’s Play

By Krystal D’Costa | October 10, 2011

About the Author: Krystal D’Costa is an anthropologist working in digital media in New York City. You can follow AiP on Facebook. Follow on Twitter @krystaldcosta.

Keep books and magazines in your child’s room.  They will choose reading more often if they are surrounded by books and magazines.

Washington Department of Early Learning

Safety

Edmonds School District – Check here for emergency snow closures, our site follows the district’s lead in determining weather safety.

Consumer Products Safety Commission

Food/Nutrition

Mountainview Daycare Nutrition Program

Full Circle Farms – Our organic produce, delivered weekly.

Thrive – Our pantry and emergency supply staple foods.

Customer Service Smoothie Making Position -

We are a small childcare never more that 12 children most days 6-8 children.

Hours 6:00 AM – 2:00 PM,
Breaks determined upon hiring, (two paid fifteen minute breaks, up to one hour unpaid lunch break).

Daily Schedule (Tentative)

Early Morning 6:00 AM – 9:00 AM

1. Put on back support
2. Get Berries, Juice, Ice, and Juice out of freezer
3. Make Smoothies
4. Take clean dishes out of dishwasher and store
5. re-fill gloves, wipes, paper towels, and soy milk if needed
6. Prep Breakfast
7. Line up Morning Snack supplies
8. Check to see that all paper supplies are filled
9. Fill out daily activities white board
10. Greet Children and Parents as they arrive – have children get out smoothies for their parents to take with and let children go as far as the waving window to wave to exiting parents
11. Serve Breakfast (Serving Times are between 7:15-8:15 and 8:15-9:15 for Breakfast)
12. Take Kindergartners to Bus (leave at 7:25 am), currently none of our students are enrolled in a kindergarten
13. Change/Take any child to the bathroom who has been in care an hour or more

Mid-morning Duties 9:00 AM-10:30 AM

1. Put on back support if you haven’t already
2. Continue to greet parents
3. Clean up breakfast area; counter tops, table, start dishes
4. Do Calendar and Weather with children
5. Double Check Daily Sheets so all morning changes/potty attempts and feedings are recorded
6. Make sure Morning Activity is prepped
7. Prepare and serve Morning Snack
8. Change or take all children to the bathroom

Late Morning Duties
(10:30 AM- 1:00PM)

• Clean up Morning Snack
• Do 1st Activity of the day
• Change or take children to the bathroom
• Help children get outside and play
• Clean outdoor area while supervising children
• Prep, serve, & clean up Lunch (Served between 11:30 AM and 12:30 PM)
• Help children prepare for nap time: change/potty, brush teeth, find blankets, books

During Nap Time(1:00 PM – 2:00PM)

1. Lunch Break
2. Clean and disinfect surfaces and toys
3. Reorganize toys/craft supplies

We welcome inquisitive parents.  The early years are proven to be the most critical years for your child.

Your developing child needs an environment to build social and emotional values, self esteem, self control and clear sense of self worth.  Visit us and see empowered children at work.

Waiting list;

We have no part time availability at this time.

Our next opening for a full time preschool (child over 2 years old) July 2013

Infants; 

Holding Placement for

1. Jenny and Nick for Olivia (2 years old) in July 2013 and Madelyn (9 months) in September 2013.
2. Katie for next opening for two children.
3. Waiting for Ken and Sam to bring in Baby in October 2015

Our next infant opening is  May 2014.

If you are on this list and find alternate care, please advise us allowing other parents to make timely informed decisions.  Thank you!

To be included on the Waiting List or to schedule a visit, leave us a comment (below) or email Cheryl at edmondsdaycare@gmail.com

1. Mary has a problem sharing toys, how would you address this issue during the school day?

2. Simon has never been in care before and is experiencing separation anxiety, how would you help him settle in?

3. Uh Oh, menu crisis! Our menu includes something you’ve never prepared before (for example, chicken pot pie) how would you attempt to remedy this?

4. Oh dear, you’re frustrated and tired after a long 8-hour shift and Martin (age 2) just doesn’t want to go home with his mommy, how could you help his transition at the end of the day?

5. Amanda (age 18 mo.) has bitten another child how would you address this issue with her parents and at school?

(*As a side note; please a) have these questions prepared as part of your application or b) be prepared to answer these or similar questions in interview or by email).