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ECE II. Objective 6.01 Explain causes of behavior problems in children and strategies to prevent them. 6.01 Learning Log. Think of a child who has misbehaved; write about the incident. Write about what could have caused each child to misbehave. The next slide may help you….
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ECE II Objective 6.01 Explain causes of behavior problems in children and strategies to prevent them.
6.01 Learning Log • Think of a child who has misbehaved; write about the incident. • Write about what could have caused each child to misbehave. • The next slide may help you…
Causes and Prevention of Behavior Problems in Children Next slide…Part II of Learning Log
6.01 Learning Log Part II • Locate in Working With Young Children and Child and Adult Care Professionals textbooks information that relates to behavior problems of children, causes and prevention. • Tag initial pages with post-it notes, and scan chapter headings and content. • Do a Quick Write in your learning logs in response to these two questions: 1. What are some causes of behavior problems in children? 2. How can behavior problems be prevented? (Next assignment is not part of the learning log…just piggy backs off what we have just done.) • Use the information from these texts and your own thoughts to complete the graphic organizer in Appendix 6.01B, “Behavior Problems in Children.” • Discuss causes and prevention strategies in detail. View next slide.
Appendix 6.01B Student Handout Behavior Problems in Children Directions: Complete this chart by listing causes of behavior problems in children in column one. Refer to the “Key Terms” sheet to select for each cause one type of behavior problems (effect) that could result from each cause. Finally, write in the third column a strategy for preventing this problem. Use this space to summarize the importance of careful planning in order to prevent behavior problems. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
View photo in Appendix 6.01A, “Behavior---Cause and Effect” and imagine what may have caused each child to cry. • Volunteer to read aloud the directions • Complete handout • There are many emotions, situations, and other factors that can lead children to cry or present behavior problems, many of which cannot be revealed in one photo or one observation. • Discuss responses. View next slide.
Appendix 6.01A Student Handout Behavior---Cause and Effect What could be wrong with these three children? Read their faces and body postures and try to imagine what could have caused each one to cry. Use the left column of the chart to describe the reaction of the baby on the left, the middle column for the middle baby, and the right column for the baby on the right. Be sure to include possible causes for each child’s reaction. Keep in mind that there are many potential causes that may not be apparent from a photo, or even from live observation. Teachers are challenged to be alert and observant in order to understand the behaviors of young children.
To begin to examine causes of behavior problems more closely, distribute copies of Appendix 6.01C, “What Causes Overstimulation?” • Complete the handout and discuss in class. • Think of one additional cause of overstimulation to put in the bottom row. • Discuss possible effects and prevention strategies for these “DIY---Do-It-Yourself” causes. • Work in groups of three or four to assemble this information into a teacher checklist for preventing overstimulation. • Share group results in class and combine to form one checklist for the entire class. View next slide.
Appendix 6.01C Student Handout What Causes Overstimulation? Directions: Find and review relevant information about overstimulation in Working With Young Children. Fill in the “Effect” and “Prevention” columns for each cause. Try to think of one additional “Do-It-Yourself” cause to add in the bottom row.
Consistent routines are very importance and a good way to control behavior problems. • Do breaks in routine affect your attitudes and performance? • Refer to “Breaks in Routines,” Ch. 14, Child & Adult Care Professionals. • Work in pairs using “Storyboard---Breaks in Routines” from Appendix 6.01D to design storyboards illustrating breaks in routines and problems they can cause. • Groups will have a chance to share their storyboards with the class; discuss. View next slide.
Appendix 6.01D Student Handout Storyboard---Breaks in Routines Directions: Design a storyboard using pencil sketches or pictures from magazines to show how breaks in routines can cause behavior problems in children. Then, at the bottom of the page, describe in twenty-five words or less how these behavior problems could have been prevented. How could this break in routine and the behavior problems that followed have been prevented? ____________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________
Okay class, I need 5-10 minutes longer to prepare. • PLEASE sit quietly. • This was a demonstration of how difficult it is to be quiet and still during a long wait. • Young children find waiting time even harder to handle, and that noises and frustration can also be difficult for small children. • Complete “Ways to Minimize Noise, Waiting Times, & Frustration” from Appendix 6.01E. • Share results and discuss.
Appendix 6.01E Student Handout Ways to Minimize Noise, Waiting Times, and Frustration Directions: Think about times in your internship when you have seen children respond negatively because of noise, having to wait, or feeling frustrated. Brainstorm and make a list of ways to prevent or minimize the negative effects of these conditions.
Work in pairs to complete the activity in Appendix 6.01F, “Physical Problems Can Cause Behavior problems.” • Consult text references for ideas as needed. • Share results and discuss.
Appendix 6.01F Student Handout Physical Problems Can Cause Behavior Problems Directions: In the chart below, in column one, list physical problems that children might have. In column two, write possible behavior problems that might be caused by these physical problems. In column three, write a prevention strategy for each problem. One example of a physical problem has been listed for you in column one.
Give assessment on Appendix 6.01G: “Examples of Behavior problems.” • Use Appendix 6.01H Key to check responses. • Discuss aloud responses to questions 8, 9, and 10
Appendix 6.01G Student Handout Examples of Behavior Problems Directions: Match the behavior problems in the left column with the appropriate examples in the right column. ______ 1. overstimulation A. When their lunch trays did not arrive on time, the teacher had to find something for the children to do until they came. ______ 2. breaks in routines B. When Billy was unable to find his new jacket so he could wear it outside for play time, he was very upset. ______ 3. noise C. When the intern put the marching music on to play, the children covered their ears with their hands. ______ 4. waiting time D. Tommy was in constant pain and refused to listen to his teacher. ______ 5. frustration E. The children were in groups of ten and their excitement level was building. ______ 6. physical problem F. The children were told that their regular teacher was sick, and they would have to watch TV until someone else arrived, instead of going to centers as usual. ______ 7. stress G. Julie was often irritable when she arrived at preschool; she told her teacher that her mommy was very unhappy. 8. Did you find any examples that could have fit into more than one category above? If so, identify and describe. ___________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________ 9. Choose one of the causes of behavior problems listed on the left above. Describe a situation where you observed this behavior in a young child. Describe how the adult in charge handled the situation. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 10. Choose one of the causes of behavior problems listed on the left above. Describe a situation where you encountered this behavior in a young child. Describe how you handled the situation. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
overstimulation • Overexcitement
breaks in routines • Changes in the daily schedule
Noise • Loud sounds that may upset children
waiting time • The time a child has to wait to do something; a delay, often caused by lack of advance preparation
Frustration • A feeling of being out of control, defeated or discouraged
physical problem • An illness or health condition
Stress • The body’s reaction to physical or emotional factors
Stressors • Things that cause children to feel stress
Negativism • Saying “no,” refusing to do as asked
Stealing • Taking something that belongs to another person
Anger • An emotion that may lead to harsh words, hurtful actions, or tantrums
Biting • A way in which some children, especially two-year-olds, express themselves; usually a temporary stage
Tattling • Telling the teacher that a rule has been broken; a typical behavior of children who need attention
exploring the body • A natural interest in body parts and gender differences
Thumb sucking • A response that helps young children relieve tension
Fear • Feeling afraid of real or imaginary things
balanced schedule • An activity plan with both quiet time and active play
smooth transitions and routines • A consistent, predictable schedule with little wait time
variety and choices • Activities to keep children constructively occupied
appropriate for abilities • Open-ended activities that help create a positive atmosphere
Equipment • Toys, furnishings, and play equipment
physical environment • Items for children stored within easy reach; items not meant for children out of sight
unique, individual needs • Different home backgrounds, family situations and crises
Which of these behavior problems was most likely caused by a break in routines? • After they returned from the two-week winter holiday, the toddlers were cranky and did not want to nap. • Ms. Johnson’s children became frightened when the thunder grew louder and began to cry. • Since Sharon’s children were dressed and ready to go to the circus, they became restless and started to whine when she stopped to read her emails. • When the children could not find their favorite toys, they started to argue and blame others. Answer: A
The director of the center asked the staff to take notes about each child’s gross-motor skills so he could order appropriate new playground equipment. Which strategy for preventing behavior problems is this? • Arrange the physical environment to promote success • Follow a consistent schedule with smooth transitions • Plan a balanced schedule • Provide activities appropriate for children’s abilities Answer: D
When Mrs. Hall delayed snack time for 30 minutes, the toddlers became irritable and several began to cry. What would have been the BEST way to prevent their misbehavior? • Ask the children to sit still and be quiet until the snack is ready • Follow a consistent schedule and serve snack on time • Remind children they will be punished if they misbehave • Tell children they will not receive a snack if they do not behave well Answer: B
