Oh, Bee-have!

We take pride in the culture of kindness that we’ve created at our childcare centres. Our team of staff and teachers work with kids to model consistency, set realistic limits for safety, and establish positive behaviour guidelines. Here’s what families can expect from us when it comes to our practices.

Behaviour Expectations

Children and students are guided through appropriate coping skills and self discipline. Teachers direct childrens’ focus through verbal techniques and encourage independent control and appropriate behaviour.

Teacher and Staff Demonstrate

  • Empathy

  • Respect

  • Appropriate language + behaviour

  • Positive guiding

  • Self discipline

  • Support

  • Mentorship

  • Teamwork

The methods that teachers use for guidelines and discipline are:

  • Intervention strategies - Respect, Proximity of Touch and Acknowledgment of Feelings

  • Redirection

  • Verbal Problem-Solving Strategies

Little eyes are always watching, and little ears are always listening

Intervention

This strategy is used with younger pre-school age children when their developmental skills are not yet coordinated for a large vocabulary. To offer another activity or substitute one toy for another may quickly resolve a pending escalation. School-age children have more difficulty with this method due to the fact that they are more articulate.

Respect

Inevitably, there will be times when a child’s behaviour warrants the teachers or staff to intervene. When no physical danger is present, teachers approach children individually, levelling with them and speaking to the child by name in a quiet, controlled voice.

Proximity of Touch

If a child begins to lose self control, the teacher will move between the two children. It may only require the teacher to put an arm around a child to help quiet the child and diffuse a situation. This may be an effective strategy if the issue is hitting, biting, pinching, kicking or thrashing.

Acknowledgment of Feelings

Teachers set examples of positive guidance and techniques that acknowledge the feelings of the child. Limits are set following the acknowledgment of feelings.

“I can not let you kick.”
“You look upset.”
“I know you want to play with that toy.”
“The rule is: We share the toys.”

For younger children, a simple acknowledgment of their feelings may be sufficient.

Redirection

This strategy is used with younger preschool-aged children. Offering little ones an alternative toy may serve as a quick solution to a pending escalation.

Problem Solving

Solving problems is a team effort. With a teacher’s help, children can get a better understanding of what the problem is and what the most appropriate solution may be to achieve an outcome that is fair for everyone.

Once the children get used to using positive problem solving techniques to navigate challenging situations, they practice and remember how to resolve conflicts independently.

We will never:

  • Cause physical harm to children by striking or shoving

  • Use profanity or sarcasm

  • Innapropriately touch students or children

Bee our guest and find out what all the buzz is about!