Childcare class paper

Jun 21st, 2015
Price: $10 USD

Question description

  • 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 and actions. 
  • 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 & Gregory, 2005).
  • 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 restitution.
  • 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.

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