Chapter 10 focused on child behavior. The information was shared with the intent of building the foundation for positive and intentional guidance within a developmentally appropriate framework. The information was presented in a strengths-based approach, to support your work to build on what a child knows and can do to build skills.

In defining behavior, we looked from two different perspectives: behavior that is seen and observed, and behavior that is “below the surface” and unseen. It is important to know every child with whom you work to be able to discover the “below the surface” experiences, skills and motivations that influence behavior. Along with the development and teaching of social and emotional skills, we must remember that all behavior is communication. Stop and ask yourself what a child is telling you through behavior next time you are challenged. The other question we must ask is about the well-being of the whole child and the possible presence of trauma in their life.

At the core of our work around behavior needs to be relationship building with the child’s family. Strong, respectful relationships that are founded in partnership will support your work with the children and model social skills for life.

As young children develop socially and emotionally, they learn self-control. At this time challenging behavior is common and can be expected. It is important to identify the meaning behind challenging behavior and work together with families to set age-appropriate expectations for the child.

Take a moment to reflect on these brief scenarios: As parents and teachers, we all want to help our children develop socially and emotionally. There are many different ways to do this, and we have a range of techniques and strategies at our disposal. What’s more, we all come from diverse cultural backgrounds and have unique parenting styles, which means there is no one-size-fits-all approach to effective child guidance. By drawing on our experiences and knowledge, we can help our children navigate different social situations in a way that is safe and appropriate. Let’s work together to promote positive social-emotional development in our children! The following scenarios come from the Virtual Lab School (n.d.):

1. Two girls are fighting over a piece of purple construction paper in the art area. They begin to yell and rip the paper from one another’s hands.

When facing a situation where two children are in a disagreement, it’s important to take a moment to assess the root of the issue. In this case, two young girls are fighting over a piece of purple construction paper in the art area. To find a resolution, it’s crucial to ask yourself some questions:

1. What steps can be taken to resolve the issue?
2. Are there any relevant details about these children and their developmental needs that should be taken into consideration?
3. Seeking assistance from a colleague or supervisor can be helpful in finding a peaceful and fair resolution.
4. Remember, as a responsible adult, it’s your duty to ensure the safety and well-being of the children in your care.

2. A child is crying and following the teacher around the room.
   1. What might the behavior be communicating?
      1. He wants or needs the adult’s attention.
      2. He has an injury to his tear duct.
      3. He doesn’t like attending the program.
      4. He is socially immature.
   2. What should the teacher’s response be, according to what you have learned in Chapter 10?
3. Two boys are pretending to fight and rough house on the carpet.

List 3 different activities to the children to redirect the behavior

4. Recently, a young child approached me with a tearful expression, repeating a message over and over again. Sadly, I couldn’t understand the child’s language, which made me feel frustrated. Later on, I saw the same child kicking over constructions made by other children in the block area.
   How can the teacher support this child?
   1. Provide visual support (picture schedules, social stories, etc.) or simple sign language/gestures, giving the child a system for communication.
   2. Put the child in time out for whining and destroying the structures
   3. Ignore the child and move on to the other children
   4. Assume the child cannot hear and refer for testing

“Every child deserves a champion- an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.~
Rita Pierson (2013, 6:52)