Our Approach to Positive Redirection

 We use positive discipline which eliminates punishment and focuses on redirection, encouragement, and support. Positive discipline does not rely on punishments such as threats, bribes, or random consequences to motivate children. While punishment might be an effective way to gain obedience in the short term; it is an ineffective reaction to teach right and wrong in the long term. Our goal is to help our children regulate themselves.  

We believe this is a crucial stage where educators can continue to develop discipline in children rather than expecting obedience through authority. We see every situation as an opportunity for our students to learn how to internalize the difference between right and wrong and develop critical thinking skills to understand that actions have consequences.  

All behavior is “goal-oriented” meaning that the child acts for a purpose, whether that purpose is conscious or unconscious. Often, undesirable behavior is driven by reasons the child is not quite aware of. It is our responsibility to find the underlying causes of misbehavior and take steps to help solve the child’s problem in a positive way.  

 Conflict is inevitable during children’s play. This is simply because they have not yet learned how to interpret social cues, understand other viewpoints, or match their behavior to the situation. Our teachers practice a five-step process to solve problems and resolve conflicts: 

1. Observe and Approach calmly 

We are not reactive, we are proactive. 

Teachers are expected to closely observe children in their environment stopping any hurtful actions or language — a calm manner reassures children that things are under control and can be worked out to everyone’s satisfaction. By observing a child's interests, needs, and developmental stage, teachers can anticipate potential challenges or conflicts. 

2. Acknowledge feelings, gather information, and restate the problem 

We do not assume; we observe.   

Children need to express their feelings before they can let go of them and think about workable solutions to the problem. Teachers are careful not to make assumptions or take sides. They ask open-ended questions to help children describe what happened in their own words. Restate the problem — using the information provided by the children using clear and simple terms and, if necessary, rephrasing hurtful words. 

 3. Provide Alternatives 

We do not set restrictions; we set limits.  

Teachers are expected to offer the child alternative choices that align with the child's interests and the environment's prepared materials. This allows the child to make a positive choice while still satisfying their curiosity or needs. 

4.  Gentle Guidance 

We do not punish; we guide. 

When a child engages in behavior that is inappropriate, potentially unsafe, or disruptive to others, we use gentle, non-confrontational guidance. Instead of scolding or punishing, they calmly and respectfully redirect the child's attention to a more suitable activity or behavior.

5.  Reinforce 

We do not overlook appropriate actions; we strengthen it. 

Adults help children begin to carry out their solution, making sure that no one remains upset. If necessary, we repeat one or more steps until all the children return to their play.