Child Guidance Procedures
Performance Standard
• 1304.52 (i) (1) Grantee and delegate agencies
must ensure that all staff, consultants, and
volunteers abide by the program's standards of
conduct. These standards must specify that: (iv)
They will use positive methods of child
guidance and will not engage in corporal
punishment, emotional or physical abuse, or
humiliation. In addition, they will not employ
methods of discipline that involve isolation, the
use of food as punishment or reward, or the
denial of basic needs.
Why is what you do so
“I touch the future. I teach.”
-Christa McAuliffe
“South Plains Community Action
Association, Inc. recognizes the earliest
years can set the stage for lifetime
emotional well-being, social skills and
competencies or can be the basis for
social-emotional problems in later
-Child Guidance Procedures, p. 1
Conscious Discipline Framework
• Feeling safe, connected, and loved in the
community of a “school family” promotes
positive behaviors.
• The power to control oneself and one’s
reactions comes from within.
• Teachers are able to consciously model
positive behaviors and discipline strategies.
• Conflict is inevitable in any classroom and
provides opportunities for children to learn new
skills and coping strategies.
p. 1
General Information for Parents
• There is no single right or best way to raise a
child. Parenting is the hardest job and no parent
should expect to be perfect at it. Just do your
best and your child will be fine!
• Clear, consistent expectations and boundaries
are vital for every child’s development.
• It is normal for children to experience a wide
variety of emotions. They need to know it’s
okay and be taught how to appropriately
express those emotions.
p. 2-3
Dual Language Learners
• Refers to those children who learn two or more
languages at the same time.
• SPCAA Head Start/ Early Head Start will do
what is necessary to accommodate dual
language learners and their families.
Purpose of Child Guidance
• Is to provide some helpful information and
practical suggestions for working with children
and managing behaviors, both at home and in a
classroom setting
• Is NOT to cover every possible situation that
may come up
• It is a requirement that SPCAA HS/ EHS staff
and parents read the Child Guidance
Procedures thoroughly and sign the appropriate
page upon receipt of the document
p. 4
Texas Department of Family and
Protective Services: Child Guidance
Discipline must be:
 Individualized and consistent for each child;
 Appropriate to the child’s level of understanding; and
 Directed toward teaching the child acceptable behavior and
A caregiver may only use positive methods of discipline and
guidance that encourage self-esteem, self-control, and selfdirection, which include at least the following:
 Using praise and encouragement of good behavior instead of
focusing only upon unacceptable behavior;
 Reminding a child of behavior expectations daily by using
clear, positive statements;
 Redirecting behavior using positive statements; and
 Using brief supervised separation or time out from the group,
when appropriate for the child’s age and development, which is
limited to no more than one minute per year of the child’s
p. 5
Texas Department of Family and
Protective Services: Child
Guidance Guidelines
What are some consequences or
discipline/ punishment methods
the Texas Child Guidance
Guidelines prohibit us from
doing in a licensed facility?
Texas Department of Family and
Protective Services: Child
Guidance Guidelines
There must be no harsh, cruel or unusual treatment of any
child. The following types of discipline and guidance are
Corporal punishment or threats of corporal punishment;
Punishment associated with food, naps or toilet training;
Pinching, shaking or biting a child;
Hitting a child with a hand or instrument;
Putting anything in or on a child’s mouth;
Humiliating, ridiculing, rejecting or yelling at a child;
Subjecting a child to harsh, abusive or profane language;
Placing a child in a locked or dark room, bathroom or
closet with the door closed; and
Requiring a child to remain silent or inactive for
inappropriately long periods of time for the child’s age.
p. 5
Behavior Tracking Procedures
• Discusses the form used at our grantee sites to
track behavior
• Pay attention to extreme changes in child’s
mood, behavior, play, etc., and document with
Behavior Tracking Form
• Remember: If it’s not documented, it didn’t
• After 5 Behavior Tracking Forms:
1. Complete an ICOPA (Individual Child Outcome
Plan of Action)
2. Refer to MH/D using Inter-Intra Agency Referral
Form (with parent’s permission)
Maintaining Consequences:
What is reinforcing this behavior for the child?
What does the child get out of the problem behavior that makes
him/her continue the same strategy?
Does the child obtain his/her desired outcome?
This is NOT what the teacher does to teach or discipline the
p. 6
Performance Standard
• 1304.24 (a) Mental health services.
• (1) Grantee and delegate agencies must work
collaboratively with parents (see 45 CFR 1304.40(f) for
issues related to parent education) by:
• (i) Soliciting parental information, observations, and
concerns about their child's mental health; (ii) Sharing
staff observations of their child and discussing and
anticipating with parents their child's behavior and
development, including separation and attachment
issues; (iii) Discussing and identifying with parents
appropriate responses to their child's behaviors; (iv)
Discussing how to strengthen nurturing, supportive
environments and relationships in the home and at the
program; (v) Helping parents to better understand mental
health issues; and (vi) Supporting parents' participation in
any needed mental health interventions.
Time Out
• Should be no longer than one minute per year
of a child’s age
• Is most effective when used infrequently and
combined with other discipline methods
• Should not be carried out in a threatening
p. 7-8
Child Guidance Procedures
• Mental Health Referral Procedures- p. 9-10
• Inter/Intra Referral Procedures- p. 11
Naptime Procedures
• Child-staff ratios are to be maintained at ALL
• Naptime should be no longer than 90 min
• Children are NOT forced to sleep, close eyes or
cover head
• If a child refuses to lie down, s/he will be provided
with a quiet place to play and activities to help
him/her relax (this is not cause for a Behavioral
Tracking Form)
• Offers of candy or stickers are bribes and do NOT
help children develop self-control
p. 12-13
Naptime Procedures
• Temperature is to be suited to children and will allow
for the children to rest comfortably
 Do NOT set lower than 72*
• Lighting can be dimmed to help children rest but
teachers must still be able to see all children at all
• Napping equipment
 Should not block exits/entrances
 Should allow for children and staff to easily walk
between cots/mats without stepping over other children
(EHS cribs should be at least 3 feet apart)
 Should be set up so that there is easy access to the
 Be arranged so that the caregivers can easily see all
p. 12-13
• Children will NOT be denied access into the
program as a result of whether or not they’re
toilet trained
• Teachers and parents will collaborate and
agree on a toilet training strategy
• Toileting facilities are modified to be inviting and
developmentally appropriate
• SPCAA HS/EHS will provide necessary
diapers, wipes, etc.
• Parents should provide change of clothes
• Remember: Children develop at different rates!
p. 14
Child Guidance Procedures
Staff are to read and sign page 15
 Original is placed in TDFPS folder
Copy goes to HR
Parents read and sign page 16
 Original goes in Child’s Brown Folder
Copy is given to parent/guardian
(806) 762-8815
Jennifer Crookham 
Blanca Herron 
Leigh Wells 

Child Guidance Procedures