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(Unit 3) Topic 2: Interactions and Guidance ​

2 Clock Hours of Early Childhood Education

Time-Out 

​Time-Out is a frequently used guidance strategy used in child care centers; however it is rarely used correctly.

​Topic 2 Page 18

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Time-out can be an effective strategy for addressing problem behaviors when used as a limited and planned guidance method. Time-out is NEVER appropriate for children under the age of three.  Children under three are simply reacting and their behavior is not a conscious thought process.

​Time-out provides children with the opportunity to “try again”. Often time-out is misused as a punishment and creates anger and resentment in a child which rarely leads to a teachable moment. Time-out should be used as a last resort and after other guidance techniques have been tried. Steps to using time-out correctly: 

1. ​Do not show anger and respectfully guide the child to a quiet area to help him/her calm down and gain self-control. This should not be a specific spot where the child is humiliated and isolated from the group such as a “time-out” chair or corner.
2. Explain why the behavior is inappropriate as simply as possible. Example: “I can’t let you throw blocks as you could hurt someone.”
3. Sit with the child at eye level and discuss more appropriate options or better choices to help the child meet his/her goal. Make sure to help the child identify his/her feelings and acceptable ways to express them.
4. Time-out should never last more than 3-4 minutes. Remember it can only be used on children over the age of 3.
5. Help reintroduce the child back into the group.

The following are indicators that time-out is not working and is being misused (used as punishment):​

• Teachers are threatening to “put the children in time-out” if they do not behave.
• Some children are in time-out on a frequent basis and for long periods of time.
• Teachers use time-out when they want a break from a child.
• Children are teasing other children when they are in time-out.
• Time-out is the only guidance strategy used.
• Teacher and the child engage in a physical struggle during the time-out process.
• The teacher scolds and provides negative feedback to the child during time-out.

Young children respond to a nurturing, warm, and structured environment that provides consistent expectations and follow through by early childhood teachers. Learning how to effectively work with young children requires an understanding of indirect and direct guidance strategies to use in creating a structured and consistent environment for young children. 

An essential element in developing the environment is setting the expectations for children’s behavior and providing guidance on appropriate classroom behavior. The information in this section provides methods and techniques to assist in developing respectful and positive relationships with the children in your classroom.  ​

(Unit 3) Topic 2: Interactions and Guidance ​ * Navigation Menu