10.8 Chapter Conclusion
Ardene Niemer, M.Ed.
Summary
This chapter focused on child behavior with the goal of building a foundation for positive and intentional guidance within a developmentally appropriate framework. The chapter presented a strengths-based approach to building a child’s skills where the educator builds on what a child knows and can do.
In defining behavior, early childhood educators look from two perspectives: behavior that is seen and observed, and behavior that is below the surface and unseen. Educators need to know every child with whom they work to discover the below-the-surface experiences, skills, and motivations that influence behavior. Along with the development and teaching of social and emotional skills, remember that all behavior is communication. Next time you are challenged, stop and ask yourself what a child is telling you through behavior. When challenged by a child’s behavior, remember to look at the well-being of the whole child and the possible presence of trauma in their life.
At the core of the work around behavior is 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. 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.
Teachers and parents want to help children develop socially and emotionally. There are many ways to do this, and a range of techniques and strategies are at our disposal. Remember, we all come from diverse cultural backgrounds and have unique teaching and parenting styles, which means there is no one-size-fits-all approach to effective child guidance.
By drawing on our experiences and knowledge, we help children navigate social situations in a way that is safe and appropriate. Let’s work together to promote positive social-emotional development in our children!
Take a moment to reflect on the following brief scenarios from the Virtual Lab School (n.d.).
A. 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, 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, ask yourself these questions:
- What steps can be taken to resolve the issue?
- Are there any relevant details about these children and their developmental needs that should be taken into consideration?
- Seeking assistance from a colleague or supervisor can be helpful in finding a peaceful and fair resolution.
- Remember, as a responsible adult, it’s your duty to ensure the safety and well-being of the children in your care
B. A child is crying and following the teacher around the room.
- What might the behavior be communicating?
- He wants or needs the adult’s attention.
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- He has an injury to his tear duct.
- He doesn’t like attending the program.
- He is socially immature.
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- Based on what you learned in this chapter, what should the teacher’s response be?
C. Two boys are pretending to fight and rough house on the carpet.
List three activities to redirect the behavior of the children.
D. 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?
- Provide visual support (picture schedules, social stories, etc.) or simple sign language/gestures, giving the child a system for communication.
- Put the child in time out for whining and destroying the structures.
- Ignore the child and move on to the other children.
- 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)
Review Questions
- What is behavior?
- Why are professional relationships important in our work in ECE?
- How are relationships and behavior(s) connected?
- How will you communicate with families in a way that shares and supports mutual perspectives?
- What, when, and how will you communicate to families about challenging or unwanted behavior?
- Define social development.
- Define emotional development.
- Why is it important to distinguish the difference between social development and emotional development?
- Explain why we need to understand childhood trauma and the connections to a child’s behavior(s).
- Describe the social and emotional connections to behavior, including:
- social emotional foundations of early learning
- classroom climate
- guiding social behaviors
- trauma and behavior: the role of neurodiversity in behavior and the relationship between trauma and behavior.
11. What are the five steps to consider when having a conversation with a family?
To teach and to help children learn social skills that will support them to get along with other people
Begins with focus on a child’s (and family’s) positive attributes and seeing possibilities to build upon.
A core skill in a child’s development based on the ability to understand and to be understood,
Inappropriate behavior that children use and rely on to get their needs met.