Let's Look at Time-Out
| What is this unit about? |
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unit offers information about the origins of time-out. Learn how time-out got started and when it is appropriate to use time-out in your childcare program. |
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Have you ever put a child in time-out and then asked him why he is there? Many times the answer is, "I don't know." Have you ever struggled with a child to get her to stay in a time-out chair? If you have done these things, you have probably found yourself wondering, "Is this really working?"
To understand time-out we have to go back to the time when it was developed. The idea behind time-out came from a form of psychology called behaviorism. Through working with laboratory animals, behaviorists discovered that taking away an expected reward can work just as well as punishment to stop unwanted behavior. This principle extended to children's behavior.
Around the same time, there was a widespread movement away from traditional child discipline based on spanking and other harsh punishments. Both parents and educators needed some gentler way to stamp out problem behaviors. Wasn't there some way that we could train children to do what we want by withdrawing an expected reward?
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This was the basic form of time-out:
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Time-out meets reality |
| Because it was recommended that children be put in a time-out chair in a special place in the room, it called attention to the child who had misbehaved. All other children would know he had done something wrong. Time-out began to seem like traditional go-sit-in-the-corner punishments. | |
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Many childcare providers also found themselves battling with children over staying in the chair. For these children, the battles became the major part of their experience with time-out, overshadowing any learning that might have been taking place. childcare providers who adopted time-out noticed that many children didn't remember why they had been put in time-out. Caregivers began to suggest that children use the time to think about what they had done. However, partly because most young children just can't learn this way, this didn't do much to fix the flaws in time-out.
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| Why time-out doesn't always work |
In all types of learning, we try to discover what children misunderstand by speaking to them and listening to them. Discipline is no different: Speaking and listening are powerful ways to communicate what we expect and want. Another powerful way that children learn is by imitation. We can show children what we want by acting it out or by guiding their hands. There are also hidden problems with discipline based on rewards or punishment. Research has taught us that even though it seems to work at first, this form of teaching can backfire in two ways. First, children initially do the behavior more, but if the rewards ever stop, the children stop the behavior. Their goal becomes not to do good things for good reasons but to get more rewards any way they can. When children understand the reasons for rules they stick to them even when no reward is offered and no adult is around to punish misbehavior. Second, children seem to get the hidden message from adults that the good behavior isn't actually much fun and that the only reason to do it is if you are going to get a special treat. Children trained using rewards end up disliking the behavior they are taught. Children who are directly taught the behavior do not grow to have these negative feelings. |
The idea that time-out can be a time for silent self-reflection was an attempt to bring thinking and feeling back into discipline. Unfortunately, it is clear that effective self-criticism is an adult skill, and not something most young children can do. Young children learn best when they are taught the behavior at the time when they need to learn it. When toddlers are fighting over a toy, teach them where to find the toys they need on the shelves in your room. Encourage them to look around for a toy that is available before they grab the one that is in another child's hands. Children are much more likely to learn this kind of self-control and problem-solving if you teach with your words and actions than if you simply put them in time-out. |
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How do I use time-out in the right way? |
After the child has calmed down, ask him if he is ready to rejoin the group. Model and practice with him how he could ask to join the other children in their play. Provide some extra support to help the child get back into productive play. You could encourage the child to choose a calming activity such as sand, water, or play dough. Also praise the child when he uses his words to join the other children in their play.
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What about time-out with infants and toddlers? |
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Time-out doesn't work for infants and toddlers. The best discipline approach at these ages is to show the children the behavior we want them to use. Show them how to touch others gently. Have more than one of each favorite toddler toy. Redirect children to another activity if there are problems. The short attention span of children this age means that it is usually easy to get them to switch to a more desirable activity. |
| Summary When we understand why time-out was introduced and used, we better understand its place in childcare. Speaking and listening, as well as modeling appropriate behavior, are more effective ways to teach children. Save time-out for when a child is out of control. Stay nearby or even hold the child to help him or her regain their control. Provide extra support when the child reenters the group.
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Assignments |
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