Our presenter in the webinar “Time-Out for Exclusionary Tactics in ECE Settings: Leading with Heads and Hearts“, Wendy Young, is a wizard when it comes to helping early childhood educators build emotional intelligence with children. Her session was engaging and enlightening. She shared amazing insight about misuse of exclusionary tactics and tips about how to use proactive practices to replace the need for time-out.
The “backchannel” comments and ideas from the participants was also exciting. Many participants use the chat function in the webinar to share their ideas about alternatives to exclusionary tactics in their preschool classrooms. The keyboards were clicking and burning up the Internet as participants chimed in!
Wendy discussed the distinction between time out and helping children recover when they are flooded with emotions. She recommends creating a safety zone where children can go when they feel overwhelmed. There was a lot of conversation about children opting to take a break verses being sent to time out. Here are a few of the ideas shared by participants about their “safety zones”:
Tips and Suggestions for Creating a “Special Place” in the classroom where children can take a break when their emotions become overwhelming:
• “My school promoted a “time away” technique – giving the child a chance to get away from the situation if they were stressing out.”
• “Create a ‘Thinking Spot’, a place where the child can regain composure, finish a puzzle or color. Once their minds are calm, we can talk about the situation that caused the need to act out.”
• “I have found that after I demonstrate and implement the ‘Rest Period’, the children begin to recognize that as an available option and request it when needed.”
• “You can call it a ‘Safe Place’ with books and small toys instead of time-out.”
• “A child who needs a rest from a situation may sit on the couch with a book, or other quiet activity. Depending on what I’m doing with the other children, I may sit with them at that time.”
More Food for Thought from Participants:
• “The word time-out is not the correct word. If a teacher uses that word it means that the teacher herself needs a time-out because she has lost control of the situation.”
• “The child who frequently is sent to time out usually is often labeled as the “BAD” child by the other children. When children go home and tell parents about that child. parents often develop opinions about that child, and discourage relationships with the “BAD” child. That’s how children are labeled.”
Next week, Wendy will share her responses to the many questions from participants. We’ll post those responses here so you can take advantage of the backchannel, too!
BTW, you may want to watch the recording of the webinar or download the slides!
