Time-out or time-away is often used as a means to discipline children in child care. It is important to refine the understanding of this technique and propose alternative ways of not only guiding the behaviour but also to focus on understanding the triggers and elements that cause it. Understanding the context of behaviour will present educators with an alternative approach to guidance and at the same time offer the child an array of problem solving skills, including the ability to self-regulate over time. Even though sometimes to sit in solitude for a few moments is all a child needs to switch gears, labelling it as time-out will tend to impose “self-control.” This lacks key understanding of behaviour challenges rather than an opportunity to learn how to cope with frustration and modify undesired behaviour.

Living Inquiries:

Well-being and belonging
Engagement with others, materials and the world
Communication and literacies
Identities, Social Responsibility and Diversity

Pathways:

Joy in relationships with people, place, materials and ideas.
Safety and respect.
Every child is a gift.
Time for engagement.
Language and communication.
Individual differences

Suitable for students, parents, intermediate and experienced early care and learning professionals working with children of all ages, from infants/toddlers to school age children, including children with extra support needs.

Facilitator: Ana Vojnovic

Ana works as an educator (UBC Child Care), artist, research-based designer and a lecturer. Her pedagogical and creative practices are an integrated interdisciplinary response to basic questions of how built/designed environments affect and condition human perception, communication, learning, and socialisation.