A teacher in a classroom gives a high-five to a student sitting at a table. The table has papers and art supplies, and another child is looking on.

Guiding Positive Behavior

At Quality Child Care Early Learning Center, we focus on building self-control, confidence, and respect. Our facility follows Conscious Discipline by Dr. Becky Bailey, a research-based positive discipline approach that helps children develop self-discipline rather than having discipline imposed on them. This method fosters emotional well-being, preparing children to become self-regulated and happy individuals.

A silhouette of a mountain range against a clear sky, showing jagged peaks in varying heights.

Implementing a Positive Discipline Philosophy

Our program prioritizes social and emotional development by fostering self-control and encouraging good behavior through play and positive interactions with adults. A child’s early years are crucial for learning to manage thoughts, emotions, impulses, and behavior while developing friendships and cooperation. Since these skills are not innate, teachers guide children just as they would in learning basic hygiene or identifying colors and shapes. By providing opportunities to practice and discuss self-regulation, we help build a strong foundation for both academic achievement and lifelong success.

A child in a red shirt plays with colorful toy blocks on the floor in a room with white furniture.

A red icon depicting a clipboard with checkmarks, an eye symbol, and a magnifying glass.

Observation and Identification

Teaching staff observe children to identify triggers, such as activities, interactions, or environmental factors contributing to challenging behavior.

Red icon combining a brain and a lightbulb, symbolizing creativity and ideas.

Skill Development

Instead of just eliminating behaviors, staff focus on teaching social, communication, and emotional regulation skills using environmental adjustments, activity modifications, and peer or adult support.

Outline of a human head in red with a blooming flower inside, symbolizing mental growth or mindfulness.

Calm and Safe Response

Any response to challenging behavior, including physical aggression, prioritizes safety, remains calm and respectful, and provides clear guidance on acceptable behavior.

Red outlined icon of stacked documents with text lines and a square on the top sheet.

Behavior Child Observation

As part of our commitment to understanding each child, an internal journal may be kept to record significant observations. These notes help us respond thoughtfully to individual needs and are documented for future reference if needed.

Red icon of three people with two speech bubbles above them, illustrating communication or discussion.

Private Parent Discussions

Conversations about a child’s behavior would occur privately, with a team approach to developing an individualized plan for the child's success.

Three red outlined figures with stars above them, symbolizing achievement. A gear with a checkmark overlays the central figure, suggesting quality or approval.

Access to Professional Services

If necessary, referrals are made to the Local Education Agency (LEA) for evaluation for children ages 3-5. Children under the age of 3 are to be referred to First Connections. If a parent would rather use a private therapy company for evaluations then we will help with that process also.

Silhouette of a mountain skyline against a clear sky.

Our Approach to Supporting Development

Engaging Environment

We provide age-appropriate materials and activities to keep children engaged and focused.
Our schedules minimize wait times and ensure children remain active and interested.
Flexibility allows us to adapt to children's interests while meeting their cognitive, physical, and biological needs.

Dedicated Teachers

We build strong relationships with every child, including those needing extra support.
Teachers use a calm and reassuring tone when guiding behavior.
We help children express emotions by putting their feelings into words (e.g., “Billy, I see that you’re upset because James took your block”).

Strong Family Partnerships

Open communication between parents and staff ensures consistency between home and school.
We collaborate with families to support all children, including those needing additional guidance.
When needed, we partner with social and emotional specialists to provide children with the best foundation for success.

Supporting Our Children

Children are encouraged to express their feelings in healthy ways.
We teach problem-solving skills to help them navigate social situations.
Every child is given the support they need to develop self-control, confidence, and respect for others.
Our goal is to create a nurturing environment where all children feel safe, valued, and empowered to grow.

A serene lake view with lily pads and a wooden dock under a cloudy sky.

Our Discipline Procedures

We recognize that challenging behavior often signals a child's need for additional time, support, and practice in developing social and emotional skills. When serious concerns arise, we collaborate with parents and professionals specializing in children's social and emotional well-being to provide the best possible support.

Safe Place Strategy

If a child is upset, angry, or disruptive, they may be encouraged to use the “Safe Place.”
This is a designated quiet area where children can take time to calm down, breathe, and regain emotional control.
Teachers continue to supervise and provide guidance, helping children express their emotions and practice calming techniques before rejoining the classroom.

Escalation and Additional Support

If a child is unable to calm themselves using these techniques and continues to be disruptive, the teacher will notify the office, and the director will step in to assist.
Parents may be contacted to speak with the child or to be informed of the situation.
If further intervention is necessary, actions will be individualized, consistent, and appropriate to the child’s level of understanding.

Commitment to Positive Discipline

Physical punishment of any kind is strictly prohibited on QCC property.
Both staff and parents are prohibited from using physical discipline on their own children while on-site.
Staff will never yell at, shame, or humiliate a child.
Discipline focuses on shaping behavior in a way that nurtures emotional growth and moral development.
The terms “bad” or “naughty” will not be used to describe a child.

Addressing Persistent Behavioral Challenges

If a child’s behavior poses an imminent danger to themselves or others, temporary removal may be necessary.
Detailed documentation of incidents, parent conferences, and intervention plans will be maintained.
Parent conferences will be held to develop a collaborative plan, utilizing family and professional resources to address recurring behaviors such as persistent aggression or disruptive actions.

Understanding and Managing Biting

Biting is a natural developmental stage for infants and toddlers, often occurring between the first and second birthday.
Young children may bite due to teething, sensory exploration, or to test cause-and-effect. It can also be a way to seek attention or express strong emotions such as frustration, anger, or fear when verbal skills are still developing.
While biting is typical for younger toddlers, persistent biting beyond two and a half to three years of age is not considered appropriate.
If a child continues to bite past this stage, parents may be asked to pick up their child for the remainder of the day. Repeated incidents may lead to temporary exclusion from the program.
Please note that no refunds or credits will be provided for days a child is sent home due to behavioral concerns.

Group of smiling children lying on the floor, facing forward.

Encourage Positive Play

Our commitment to a positive discipline approach ensures that children learn in a supportive and respectful environment. Discover our programs.

Explore Childcare Programs