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Challenging Behaviors in ECE & Appropriate Responses …

- - - - Step 3:
        Giving immediate consequences for the aggressive behavior and other involved good/bad behaviors for the whole class to know (Dojo up/down, sitting in an isolated space to calm down, recess being partly taken for waling laps or sitting with the teacher, eating at an isolated table instead of with the whole class, etc.), and emphasizing the importance of respecting and being nice to others.
        NOTE: Based on Skinner's Operant Conditioning Theory, positive reinforcement can help in strengthening good behaviors while negative reinforcement can help in reducing or eliminating the bad behaviors.
        
        Step 4:
        Contacting the parents afterwards, discussing on questions like whether the child/children have shown aggressiveness in similar situations, what could be the triggers of the aggressive behaviors, whether the child/children have been exposed to aggressive behaviors before for them to mirror similar behaviors, do regular routines exist at home and how they work, etc., figuring out what exactly should be done both at home and at school to better guide the child/children out of the aggressive behaviors in the future.
        NOTE: Watson stated in his Behaviorism Theory that all behavior is learned and affected by the environment.
        Vygotsky's Sociocultural Theory** views human development as a socially mediated process in which children acquire their cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society.
        
        Step 5:
        Arranging content-relevant learning materials in class to consolidate the learning from the incident as a whole class (e.g. SEL videos, picture books read-aloud, etc.), sharing thoughts, ideas, and reflections in class, hugging each other for deeper bonding, etc..
        NOTE: Based on Piaget's Cognitive Development Theory, children at the first 2 stages are sensitive to sensory contacts, symbols, visualizing images, etc., and they can learn and make adaptation and alteration to their existed schema (assimilation & accommodation).
- - - - Step 3: When it is clean up time, stand near the child, ring the bell (or whatever signal you have for clean up time) and then, making eye contact with the child say, "It's clean up time. What shall we clean first? The blocks or the cars?" Work alongside the child, helping to clean up the toys, while encouraging the child by telling him that he's doing a great job.
        Note: Ivan Pavlov termed this response to a bell as a "conditioned response". Over time, the children respond to the sound of the bell by immediately cleaning up without needing reminders.
    - - Step 3: When it is clean up time, stand near the child, ring the bell (or whatever signal you have for clean up time) and then, making eye contact with the child say, "It's clean up time. Do you need the "work in progress sign"?" Help the child put the sign on his work and then encourage him to start cleaning up other things that are not part of his construction. Encourage him/her as he cleans by telling him that he's doing a great job. Note: Ivan Pavlov termed this response to a bell as a "conditioned response". Over time, the children respond to the sound of the bell by immediately cleaning up without needing reminders.
        
        Step 4: During the next morning message time, remind the children of the schedule. Ask them how they know when it's clean up time (they are given a 5/2 minute warning and then the hand bell rings). Ask them what they should do when the hand bell rings. Ask them what they can do if they are busy constructing something (use the sign "work in progress").
        Note: According to Skinner's principles of operant conditioning, it is best to focus on trying to encourage a behavior or move a person in the direction you want them to go rather than telling them what not to do. Rewarding the child for cleaning up by giving them a sticker each time will have a negative effect in the end as the child will stop cleaning up if the reward is not immediately forthcoming.
- - - - Step 3: Provide a safe, quiet place to calm down. Let the child choose an activity to use in the quiet place (e.g. read a book, squeeze a stress ball, etc.). After 2-3 minutes say, "Put the book/stress ball away," and, as the child follows through say, "That's an okay thing to do. Great job!" This gives the child positive reinforcement and they feel good as they go back into the play situation.
        
        Step 4: During morning message time, talk about emotions, what makes us feel that emotion, and what we can do if we feel that way. Remind children where the calm down corner is and what activities there are available in that area. Role play somethings that might make us angry or frustrated and have the children talk about what we can do when we feel that way. Note: Piaget's theory of Cognitive Development emphasizes that, children do not yet understand concrete logic, cannot mentally manipulate information and are unable to take the point of view of other people. Teachers need to work with children to help them understand their emotions as well as how their emotions or actions might make others feel.
        
        Step 5: If the child does not respond to the adults' efforts and continues to bite others after 3-years-old, seek professional help from a child psychologist or someone specializing in children's behavior.
        
        Step 4: Let the parents of the bitee know that the biting is being taken seriously and has been dealt with. Educate parents that biting is part of a normal developmental phase before 3-years-old and that it can usually be reduced through throughtful intervention.
- - - - Step 3:
        Talking to the child after he/she is calmed, and hearing the reasons from the student him/herself, showing understanding, caring, and patience while giving appropriate guidance.
        NOTE: Vygotsky's Sociocultural Theory views human development as a socially mediated process in which children acquire their cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society.
        
        Step 4:
        Similar to Step 4 when hitting/fighting occurs.