Helping Children to Help Themselves

Children enjoy feelings of self-worth, pride, and confidence as they begin to successfully complete everyday self-care and self-help skills. Teachers gently guide children as they begin to show interest in performing such actions. Children are given time and space to find their way at their own pace.

Toddler Toilet Training

Our toilet training program is an important development standard, and we encourage children to sit and attempt using the toilet during regular diaper changing times; however, we never force a child to use the toilet because children become ready to do so at different stages.

Positive Behavior Support

We present children with developmentally appropriate, clear guidelines as they relate to behavior. Conflict resolution and behavior redirection are communicated calmly and clearly to children. We encourage good manners and respectful interactions with classmates and teachers. Character development is realized in different ways at different ages, so we commit ourselves to serving the best interest of the individual child while educating a generation of children who blossom into thoughtful and compassionate community members.


  • Positive reinforcement builds self-esteem and confidence.
    “Alex, you did a great job putting those blocks away. They’re shelved neatly. Well done!”
  • Role modeling allows children to observe appropriate conflict resolution strategies.
    “Taylor, watch and listen how I apologize to Sean and then you can try: ‘I’m sorry I spilled your juice, Sean. It was an accident. Could I help you wipe the table?”
  • Redirection of energy offers and encourages alternative communication methods.
    “Let’s go for a walk together around the playground while we talk about what happened.”
  • Communication offers examples of good conduct through conversation and gentle reminders.
    “There’s a nicer way to say that, Jordan. Could you try again? Remember how we practiced yesterday?”
  • Praising children for good conduct, following rules, being polite, and cooperating makes those desirable behaviors more likely to reoccur.
    “Yes, of course you can have another graham cracker. That was a great way to ask. You’re so polite!”
  • Calm Down Time offers children space to process and gain control of their feelings and body. Teachers may instruct a child to go to a quiet area of the room, explaining to the child that this is an opportunity to calm down. The teacher and child may make a shared decision to return to the group or classroom when the child is ready to behave appropriately and safely.
    “You might feel upset right now, which is understandable. Let’s walk over to the carpet, where you can take deep breaths. Raise your hand when you’re ready to join the group again, and I’ll come back over.”