04/13/2026
We donāt use punitive discipline here at Little Schoolhouse in the Woods. We donāt use time-outs as a default. Instead, we try to understand whatās underneath the behavior and respond in a way that meets the child where they are.
Lately, a small group of our 4- and 5-year-old boys have been working hard to figure out ātop dog.ā That energy has shown up in rough play, pushing, hitting, and battling with sticks. Itās not uncommon at this age. They are exploring social roles and physical limits, but it does need guidance.
We had them stay close while considering our next step. Sitting idly didnāt feel developmentally appropriate, and it wouldnāt meet their need for movement, purpose, or connection.
So instead, I offered meaningful work.
I sent them to a separate area to cut and gather honeysuckle branches to feed our goat, Manchie. Before long, more than half the class had joined in. There was cooperation, problem-solving, helping hands, and shared purpose.
Research tells us that young children regulate best through movement, connection, and purposeful activity. When we shift from control to guidance, from punishment to participation, we often see the behavior transform.
Today was a good reminder that sometimes the best ādisciplineā is simply giving children something real to do.
