July 14, 2014

Universal Pre-K


Please email us if you are interested!!




playhouse pic


August 13, 2012

Reinforcing “Good” Vs. “Bad” Behavior

Reinforcing “Good” Vs. “Bad” Behavior

Years of teaching primarily pre-school level children has helped me come to the realization of how my background knowledge aids in managing children’s behaviors; not only in school but at home.  When attempting to alter a child’s behavior, it is most important that the adult is consistent and patient.  As I observe my two and three year old cousins grow up I can’t help but offer my aunt constructive criticism when I see them misbehave.  No parent wants to hear that his or her child is not behaving “good”, or that the behavior is repetitive or becoming consistently worst.  Many parents would like to learn different ways of how and when to use rewards or punishments correctly.  That is where I can help you when wanting to “Change your child’s behavior”.

Teachers like to offer positive reinforcement whenever possible, for “good” behavior.  If the behavior becomes “undesirable” or “disruptive” the first way to approach it is by ignoring it.  This is something that may take a lot of patience from the parents end, but long term, it is effective.  Some children are looking for attention from friends and/or siblings; if they notice they are not getting the negative attention they seek, the behavior will stop.  When the behavior is unacceptable (i.e.: tantrums) calmly verbalize by giving them 2-3 warnings, by looking them in the eyes, and kneeling to their level.  If the misbehavior continues choose an area/chair that they know is used for when they need some quiet time to think about what they have done.  One minute for each year of age (i.e.  Age 3 = 3 minutes in the quiet chair) is brief but suitable enough for your child’s tolerance.

The second way to navigate a child’s behavior is by reinforcing positive behavior.  For example; if your child does not like to sit or listen during story time, you can positively reinforce them when they do attempt to, even if it’s for a minute.   Reinforcement can be verbal (i.e. great job!), physical (i.e. high five), or tangible (i.e. toy/food). It is important to save this reinforcement/reward for last, at all costs (dependent upon severity of behavior and cognitive skills of your child). Daily/weekly activity reward charts also work, so bring on the stickers!

Be careful not to positively reinforce a behavior that was initially “disruptive” (i.e. Mary goes in the ball pit when teachers are not present, teacher goes to tell her “Mary please come out, and when she does teacher says thank you for listening, good girl!”)  Mary will automatically know every time she goes into the ball pit unattended she will be thanked, praised, and receive attention.  Instead, say “Please come out, it is unsafe to be by yourself”  and then let Mary go on her way, this way no positive attention was given, nor will be sought.  Always remember to look at behaviors worth reinforcing and rewarding, so your child will only elicit “good” behavior.

Avoid power struggles, and use punishment only after attempts from the above have failed.  Your child should be aware of what he or she has done, why it is not a good idea, and how they can behave more safely.  Reasoning helps children learn, problem solve, and look forward to receiving positive reinforcement for “good” behavior.

Honeydew drop: Teacher

C. Gonzalez


April 25, 2012

Welcome to our blog.

Honeydew Drop is a family of childcare services with three convenient locations in Brooklyn. We have two daycare centers in Park Slope and one on Church Avenue in Kensington. Since 1999, we have been providing the perfect balance between home and school with our child-centered curriculum and flexible schedule. All the locations are whimsically designed with a style and beauty that stimulates children’s physical, sensory and cognitive skills.