Time out
Daniel Gartrell
Replacing Time-Out:
Dan Gartrell, Ed.D., is director of the
Child Development Training Program and professor of early childhood education at Bemidji State University in northern Minnesota. He is the author of What the Kids Said Today (2000, Redleaf) and
A Guidance Approach for the Encouraging Classroom (1998, Delmar/Thomson
Learning) and has done well over 100 workshops on this topic. Part two of this article will appear in an upcoming issue of Young Children.
It will explore four guidance techniques that use social problemsolving: classic conflict management, guidance talks, class meetings, and comprehensive guidance interventions. These strategies reduce and resolve conflicts without the use of punishment.
8
calm down so the two can then talk about and, hopefully, resolve the conflict, the intervention is often positive, leading to important learning. Most of us have difficulty negotiating when we are upset.
But in many classrooms a child is removed to a chair or unoccupied part of the room as a consequence of something he or she has done.
Virtually all early childhood educators now believe that a child should never be put in complete isolation (Ucci
1998), although some still are in favor of disciplining a child through the use of time-out. Ucci (1998) gives the rationale that, to gain control, a child needs to be removed from a conflict so he can think about his behavior and figure out what to do. Ucci argues that the use of all discipline, including the time-out, “should be viewed not as punishment, but rather as supportive of and teaching about how to gain [behavioral] control and express feelings appropriately” (1998, 3).
From this perspective, the time-out is a logical consequence of a child’s losing control in a situation or otherwise acting inappropriately. The usual length of the time-out is a minute or two for a toddler and five to ten minutes for an older child.
With
Replacing Time-Out:
Dan Gartrell, Ed.D., is director of the
Child Development Training Program and professor of early childhood education at Bemidji State University in northern Minnesota. He is the author of What the Kids Said Today (2000, Redleaf) and
A Guidance Approach for the Encouraging Classroom (1998, Delmar/Thomson
Learning) and has done well over 100 workshops on this topic. Part two of this article will appear in an upcoming issue of Young Children.
It will explore four guidance techniques that use social problemsolving: classic conflict management, guidance talks, class meetings, and comprehensive guidance interventions. These strategies reduce and resolve conflicts without the use of punishment.
8
calm down so the two can then talk about and, hopefully, resolve the conflict, the intervention is often positive, leading to important learning. Most of us have difficulty negotiating when we are upset.
But in many classrooms a child is removed to a chair or unoccupied part of the room as a consequence of something he or she has done.
Virtually all early childhood educators now believe that a child should never be put in complete isolation (Ucci
1998), although some still are in favor of disciplining a child through the use of time-out. Ucci (1998) gives the rationale that, to gain control, a child needs to be removed from a conflict so he can think about his behavior and figure out what to do. Ucci argues that the use of all discipline, including the time-out, “should be viewed not as punishment, but rather as supportive of and teaching about how to gain [behavioral] control and express feelings appropriately” (1998, 3).
From this perspective, the time-out is a logical consequence of a child’s losing control in a situation or otherwise acting inappropriately. The usual length of the time-out is a minute or two for a toddler and five to ten minutes for an older child.
With
References: Betz, C. 1994. Beyond time-out: Tips from a teacher Bredekamp, S., & C. Copple, eds. 1997. Developmentally appropriate practice in early childhood programs Carlsson-Paige, N., & D.E. Levin. 2000. Before push comes to shove: Building conflict resolution skills with children Clewett, A.S. 1988. Guidance and discipline: Teaching young children appropriate behavior Da Ros, D.A., & B.A. Kovach. 1998. Assisting toddlers and caregivers during conflict resolutions: Interactions that promote socialization Dreikurs, R. 1968. Psychology in the classroom. Elkind, D. 1997. The death of child nature: Education in the post modern world Gardner, H. 1993. Multiple intelligences: The theory in practice Gartrell, D.J. 1995. Misbehavior or mistaken behavior? Young Children 50 (5): 27–34. Gartrell, D.J. 1997. Beyond discipline to guidance. Young Children 52 (6): 34–42. Gartrell, D.J. 1998. A guidance approach for the encouraging classroom Gartrell, D.J. 2000. What the kids said today. Kantrowitz, B., & P. Wingert. 1989. How kids learn Lilley, I.M., ed. 1967. Friedrich Froebel: A selection from his writings. London: Cambridge University Press. Marion, M. 1999. Guidance of young children. NAEYC. 1998. Code of ethical conduct and statement of commitment Piaget, J. 1932 [1960]. The moral judgment of the child Schreiber, M.E. 1999. Time-outs for toddlers: Is our goal punishment or education? Young Ucci, M. 1998. “Time outs” and how to use them Elkind, D. 1997. The death of child nature: Education in the post modern world Froschl, M., & B. Sprung. 1999. On purpose: Addressing teasing and bullying in early Harris, T.T., & J.D. Fuqua. 2000. What goes around comes around: Building a community of learners through circle times. Kaiser, B., & J. Rasminsky. 1999. Meeting the challenge: Effective strategies for Logan, T. 1998. Creating a kindergarten community. Young Children 53 (2): 22–26. Marion, M. 1997. Guiding young chil-dren’s understanding and management of anger. McClurg, L.G. 1998. Building an ethical community in the classroom: Community Sandall, S., & M. Ostrosky, eds. 1999. Stone, J.G. 2001. Building classroom community: The early childhood teacher’s role.