A Concern for Family-centered Programming for Children With Disabilities Was:

Understanding and Managing Children's Behaviors

Introduction

Adults oft find children'southward behaviors interesting and engaging. There are too behaviors that adults sometimes discover challenging. For example, infants fuss or cry despite the adults' efforts to comfort them or have different feeding or sleeping schedules. Toddlers sometimes hit, bite, fall to the floor, weep, kick, whine, or say "no." Some preschoolers fence or fight over toys, struggle to follow directions, or become overly ambitious equally they play. Toddlers and preschoolers may also take moments of energetic play, motility quickly from activity to activity, or withdraw and not want to participate in activities. Oftentimes, these behaviors are developmentally advisable, typical, and normal—and they change with support and social, emotional, and cerebral development.

Some children need more than help managing potent emotions or disruptive behaviors. If they don't receive assist early, children's behaviors can negatively affect their social, emotional, and cognitive development. Programs can support children who demand such help by developing and using an Individual Support Plan (ISP). For further information, see the tip sheet on developing private back up plans.

Strategies

All behavior is a form of communication. Every behavior tin can be described by its class and function (HHS/ACF/OHS/NCECDTL 2019). Form is the beliefs used to communicate. Young children let adults know their wants and needs through their behavior long before they have words. They requite us "cues" to help united states of america sympathise what they are trying to communicate. Function is the reason for or purpose of the behavior, from the kid'south perspective.

Programs tin can support didactics staff and families past using the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Pyramid Model as a framework for understanding children's behavior. Many strategies tin can support healthy social and emotional development and forbid or reduce behaviors that could negatively impact children'due south development and learning. Pedagogy managers, child development specialists, home-based supervisors, mental health consultants, and coaches can help education staff use these and other strategies in their piece of work with children and families.

• Learn how parents and families expect their children to behave and express themselves. Talk with families nigh how expectations may be different in unlike settings (east.g., habitation, group care, group socializations) and how to support children'southward behaviors in these settings.
• Talk and wonder with parents, and other adults who know the kid, near what the purpose (part) of the kid's beliefs might be.
• Detect children'due south behavior (grade) and pay attending to their cues. Cues help adults understand what children are trying to communicate with their behavior (function). When adults understand children'due south behavior, they can respond in ways that meet children's needs.
• Use advisable strategies to empathise and communicate with children who are dual linguistic communication learners (DLLs).
  • Use resources such as the Planned Language Arroyo (PLA) Gathering and Using Language Information That Families Share to learn about children's language backgrounds. This tin can inform appropriate developed-kid interaction and communication strategies.
  • Children who are DLLs may initially rely on behavior to limited themselves, especially in settings and situations where staff do not speak the kid'due south habitation language. Refer to PLA resource under Strategies that Support DLLs.
  • If staff speak the kid's home language, they can help the child use that language to communicate while scaffolding their agreement and use of English. See PLA's Big 5 for All: Oral Language and Vocabulary.
• Use daily routines to interact and develop positive relationships with each child.
• Use anticipated routines during the day to help children feel safety and secure.
• Design learning environments that are responsive to children'due south individual developmental needs and the needs of the whole group.
• Adjust interactions to lucifer children's temperaments or needs.
• Help children learn to self-regulate or calm themselves.
• Help children feel a sense of control by assuasive them to make choices throughout the day.
• Help children express themselves and solve problems appropriately.
• Help children identify their own emotions and the emotions of others. Talk about the link between feelings and facial expressions and gestures.
• Place additional supports or expertise, or start a referral process, if a behavior:
  • Is not typical for a child'southward historic period and phase of development
  • Continues to be intense or ongoing
  • Interferes with the child's power to explore and learn

Back up Developmental Behaviors When They Become Challenging

Many behaviors that are appropriate for children's ages and stages of evolution are challenging for adults. It is important that adults do not reply angrily or harshly when these behaviors occur. Instead, education staff and families can piece of work together to back up children's positive behaviors using the strategies listed below.

• Toddlers and immature preschoolers are get-go to learn to share and take turns. In group settings (e.g., classrooms, family child care homes, socializations):
  • Provide more than than i of the about popular toys to reduce fighting over the same toy
  • Protect children's favorite items; not all items need to be shared (e.k., loveys and other objects children bring from home)
  • Assist preschool children learn to have turns (due east.g., model plough-taking, prompt children to problem-solve plough-taking challenges, and offering plow-taking solutions such as flipping a coin, using a timer, "stone, paper, pair of scissors," and waiting patiently)
• Provide separate areas for active and placidity play. This keeps agile play from interfering with other children's need for quiet time.
• Teach children words they tin use to ask for help in their home languages and English language. Consider educational activity gestures (such every bit sign language) to help children express themselves, particularly when they tin can't enunciate the words they need. For example, show a kid how to sign "play" so she can communicate, "I want to play with y'all." When children don't have the words to brand their needs known, they may communicate their frustration by bitter, pushing, hit, falling on the floor, crying, kick, and screaming.

Mental Wellness Consultation

Every bit required in the Head Get-go Programme Functioning Standards, programs must use mental wellness consultants. Mental health consultants piece of work with staff and families to support children's mental health (i.e., social and emotional development and well-being). They provide a diverseness of services to back up individual children and families (east.chiliad., kid- and family-centered consultation) as well equally the overall programme (e.1000., programmatic consultation). Program staff tin can utilize The Mental Health Consultation Tool to effigy out how to use their mental health consultants effectively.

Considerations for Planning and Programming

Program staff tin use the questions beneath to place and reply to children's behaviors.

• How do staff individualize supports to meet each child's social and emotional needs?
• Who do education staff get to for support when in that location are concerns about a kid's beliefs or social and emotional development?
• How does the program respond when a child'south behaviors appear to make it difficult for the kid to have positive relationships with others, regulate emotions, or explore and learn?
• How does the program answer when staff or family members bring up concerns about a child'southward social and emotional development?
• How does the program back up staff in having conversations with families early in the procedure when they are concerned most a kid's beliefs or social and emotional development?
• What resources does the program accept to help respond to concerns about children'southward behaviors?
• How does the program provide timely and constructive supports for staff and families when they are concerned about a child?
• How does the program learn more about a kid's previous behaviors or physical or mental health background?

References

U.S. Department of Health and Human Services, Assistants for Children and Families, Role of Caput Start, National Eye on Early Childhood Development, Teaching, and Learning (NCECDTL). Behavior Has Meaning (15-Minute In-service Suite). Washington, DC, 2019.

Head Start Programme Functioning Standards

• Educational activity and the learning environs, 45 CFR §1302.31:
  • (b)(1)(I)–(iv) Effective teaching practices
  • (b)(1)(2) Dual language learners
  • (c)(ane)–(2) Learning surroundings
  • (d) Materials and infinite for learning
• Instruction in abode-based programs, 45 CRF §1302.35:
  • (c)(1)–(5) Home visit experiences
  • (e)(1)–(3) Grouping socializations
  • (f) Screening and assessment
• Child mental wellness and social and emotional well-being, 45 CFR §1302.45:
  • (a) Wellness promotion
  • (b) Mental wellness consultants
• Family unit back up services for health, diet, and mental health, 45 CFR §1302.46:
  • (b)(i)(iv) Opportunities to discuss with staff and identify issues related to child mental health and social and emotional well-existence

Resources

Infant and Toddler

• Infant Toddler Temperament Tool (IT³)
• Rocking and Rolling—It Takes Two: The Function of Co-Regulation in Edifice Self-Regulation Skills
• Coping with Crying in Babies and Toddlers

Preschool

• 15-infinitesimal In-service Suites
  • Trouble Solving in the Moment
  • Stating Behavioral Expectations
• Dual Language Learners with Challenging Behaviors
• Help Me At-home Down! Teaching Children How to Cope with Their Big Emotions
• Disabilities Services Newsletter: Preventing Suspension and Expulsion

Birth to five

• xv-Infinitesimal In-Service Suite: Beliefs Has Meaning
• Head Commencement Early Learning Outcomes Framework (ELOF) Effective Do Guides
  • Approaches to Learning
    • Emotional and Behavioral Cocky-Regulation
    • Cerebral Cocky-Regulation
  • Social and Emotional Development
• Preventing and Addressing Behaviors That Challenge Us: We Are All in This Together
• Infant and Early Childhood Mental Health Consultation and Your Program
• Strategies for Agreement and Managing Young Children's Behavior: What Is Developmentally Appropriate—and What Is a Business concern? Technical Assistance Paper No. 10
• The National Centre for Pyramid Model Innovations (NCPMI)

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Concluding Updated: October 4, 2020

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Source: https://eclkc.ohs.acf.hhs.gov/mental-health/article/understanding-managing-childrens-behaviors

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