Discuss three common behaviors a teacher may see in young children and target for modification or replacement. Propose possible functions for each of these common targeted behaviors. 2 pages
Here a list you can pick from you need to pick 3. The list is in purple just pick 3 to write on.
There are many different
strategies that can be used to assist with children’s behavior. As an ECEC
teacher/provider, you will decide what approach works best for you. Whatever
approach you feel most comfortable with, be sure it is age- and
culture-appropriate. Here are some common strategies:
Assist children into understanding boundaries.Discuss with children what is okay and what is not
okay. Consistency is the key and modeling the desired behavior is
important. Avoid negative language and enforce guidance with positive
direction such as “We help each other” or “We are kind to each other.” For
a toddler, especially, saying something like, “Were you trying to be
his/her friend and wanted his/her attention?” rather than, “It was naughty
to hit” can help a child learn to connect words and phrases to feelings
Use positive language.
It is important to choose your words carefully, especially when you are
guiding children's behavior. Use short and simple sentences. Keep the
focus on what the positive behavior is instead of the negative behavior.
Here are a couple of examples, “Use your quiet or inside voice.” And, “We
walk inside.” Avoid phrases such as “Stop screaming and shouting!” and,
“Don’t touch that!”
Be a model for positive behavior. As educators, children are observing you all the
time. They observe you talk to other children and adults. They observe how
you respond to every situation! Set a good example and model appropriate
behaviors that children can take on as their own (Gartrell, 2006).
Provide opportunities for independence. Offering choices to children provides them with the
feeling that they have a say in their routines. Something as simple as “Do
you want the ball or the bicycle?” can be powerful. Offering choices
allows children to feel that what they want matters and assists with
developing communication skills (Kostelnik, Whiren, Soderman, Stein &
Talk to children and not “at” them. Children often don’t hear you when you are talking
(or shouting) “at” them. Unless it is culturally inappropriate, you will
be much more effective if you get down on their eye level. Look them in
the eyes (if it is culturally appropriate) and talk to them in a positive
tone. It is okay to encourage or guide a child into displaying appropriate
behavior such as saying, “You hurt his feelings. He looks sad. What do you
think you can do to make him feel better?” You are allowing the child to
make that choice and very importantly, allowing him/her to make
Respect children and try to understand their behavior. It is important to talk with children who are
misbehaving to see why they are acting out or if there is another issue
bothering them. Remember, everything may not always be as simple as it
seems. If their behavior could talk, what would it be saying?
Find out what is culturally appropriate. It is important to discover the ways people in the
child’s family communicate and what is considered appropriate behavior.
For example, in some cultures it is considered inappropriate for a child
to look an adult in the eye. In other cultures, it is considered
inappropriate for an adult to bend down to a child’s eye level.
Encourage appropriate behavior. Whatever the culture, educators & families should
to encourage and acknowledge the appropriate behavior when it is observed.
This will help children develop self-esteem and encourage them to continue
the positive behavior. Share with their families the positive behaviors
the child is displaying.