1. Whenever possible, give a reasonable explanation to a child for doing something but avoid justifying or arguing. Speak in a pleasant tone of voice kneeling at child’s level.
2. No physical punishment is allowed under any circumstances. Abusive or harsh language is not allowed under any circumstances.
3. Consider temperament and the uniqueness of each child. Different children will respond widely to different situations. Some have very low tolerance to frustration.
4. Be aware of how long children can sit, and how much movement and various activities they require. Remember that children can be counted on to act their age.
5. All behavior has meaning, whatever the child does is his/her way of getting what he/she needs-attention, warmth, comfort, food or sleep.
6. If time out is necessary it should be for a few minutes only and then you should speak to the child again and let him/her rejoin the group or redirect his/her play.
7. Provide opportunities for children to be involved in indoor and outdoor play. Children need plenty of opportunities to be active. But they also need and even balance of quiet activities.
8. Be matter of fact. Take compliance for granted, for example, we will do this. Don’t give the child a choice if you’re not willing to let him have a choice.
9. Don’t do for a child what he or she can do for themselves. Children need large blocks of time in which they can move freely towards self-directed tasks.
10. Before making a request or giving direction be sure you have the child’s attention. Be sure he/she understands what is meant. Give abrupt commands only in an emergency.
11. Forced compliance is never as effective as happy cooperation.
12. If commands must be used, give as few as possible. Too many commands confuse and irritate a child. Be sure all commands are reasonable and important and then ensure they are carried out.
13. Threats are seldom effective. They invite testing.
14. Let the child know it is alright to show his/her feelings. At the same time be sure he/she understands you will not allow him/her to hurt himself, hurt others or break things.
15. Be positive, give the child a few real choices. When there is not a choice, tell the child what to do rather than what not to do. Speak in a pleasant tone of voice kneeling at child’s level.
16. Use suggestions rather than commands. The most effective ones are positive, unhurried, specific and encouraging.
17. Be sure that the standards you are setting are within the child’s abilities.
18. Limits should be stated kindly but firmly. Let the child know there are limits in what he/she is permitted to do and that the adults will hold him to these limits (mean what you say and be prepared to carry through on it.)
19. Take advantage of special situations and children’s ideas whenever possible. A program that remains flexible will prevent many problems.
20. A child’s sense of time is very different from that of an adult.
