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Challenging Behaviors in ECE - Coggle Diagram

- - - - This could connect to Pavlov's Classical Conditioning theory. Classical Conditioning theory essentially states that when someone develops a learned response to something, they will from then on associate the two things together. In this case, students could develop a learned feeling of being calm and relaxed in the Cooldown Corner. As they learn and practice techniques in this space, over time they could associate this place with feelings of peace and safety.
    - - The teacher can pull the student aside privately and then ask them why they are feeling that way. Listen to what the student has to say and make sure that their feelings are validated. Suggest possible solutions to students.
        
        Having the child verbalize how they feel and what caused them to feel that way is very important. According to Piaget's Cognitive Development theory, children at this age are in the Preoperational Stage. Piaget stated that children typically have an egocentric perspective at this stage, meaning they assume that everyone else feels the way that they do and they find it more challenging to imagine other emotions/reactions outside of their own. Children tend to struggle with focusing on more than one thing at a time, making it hard for them to think their actions through.
  - - - Bandura (mentioned above) also stated that children could be observing these behaviors in non-real-life scenarios, such as fictional stories. Through learning and discussing how other people have responded in similar situations, children naturally develop new ideas for strategies when in a reactionary position.
    - - Albert Bandura theorized that children learn through observation. By being exposed to different ways that people (parents, teachers, babysitters, peers, etc.) react to certain situations, they can develop their own familiar responses.
        Additionally, Lev Vygotsky theorized that children learn well through active, hands-on approaches. If children were able to role-play scenarios and ‘practice’ appropriate reactions, this could really help them internalize the behaviors and recall them in the heat of the moment later on.
- - - - Here we are using a combination of extinction and Thorndike's Law of Effect. We are ignoring the child's disruptive behavior by only acknowledging and giving praise to the child practicing the appropriate behavior which will then weaken the disruptive behavior. When the child with the disruptive behavior follows the child with the appropriate behavior and is given positive acknowledgment, he will most likely repeat the appropriate behavior.
    - - When the child's appropriate behavior is followed by positive attention, the child will most likely repeat the positive behavior. This is in line with Thorndike's Law of Effect. When we reward the child who engages in positive behavior after a disruptive behavior, we are giving the child a blank slate to return to class to redeem himself and avoid a negative or painful situation. This is an example of Skinner's Operant Conditioning where if given the opportunity to escape a painful situation, the child will be motivated to behave accordingly.
    - - When we use minimal attention, discussion, and emotion to address and redirect disruptive behavior we are practicing extinction by ignoring the disruptive behavior. When the disruptive behavior is not acknowledged or given attention, it will eventually weaken. The repeated pairing of redirecting by focusing on an appropriate alternative behavior and then praising him positively for doing the appropriate behavior conditions the child to replace the disruptive behavior with the appropriate one. In this instance we are shaping behavior by applying Skinner's Operant Conditioning Theory.
  - - - In Maslow's Hierarchy of Needs, motivation increases as needs are met in a particular order. For a child to be focused and motivated to learn, we must make sure that physiological, safety, love and belongings, and self-esteem needs are met.
        
        Safety, Love and Belongingness When a child's need for safety, love, and belongingness are not met, the child will experience school and social anxiety which will prevent him from being able to focus in class.
        
        Create an atmosphere of mutual respect, empathy, compassion, and understanding by modeling and teaching good behavior.
        
        Children learn good behavior by observing the behavior and learning from a more knowledgeable other. They also learn from interacting with the teacher and their classmates so creating that atmosphere of mutual respect, empathy, and compassion is important. Here we are using Bandura's Theory of Observational Learning, Piaget's Constructivist Theory and Vygotsky's Sociocultural Theory of Cognitive Development.
        
        Support and reward children with positivity when they step out of their comfort zones, even if they make a mistake. Normalize mistakes and give positive feedback when correcting or redirecting mistakes so that children will know that it is ok to make mistakes because we can learn from it.
        
        Thorndike's Law of Effect When they are supported and rewarded with positivity they will feel safe and continue to step out of their comfort zones, even if they make a mistake
        
        This can be reinforced by giving regular positive praise and by using tangible rewards such as tokens and stickers. When we reinforce good behavior we are using Skinner's Theory of Operant Conditioning.
        
        Provide a code of conduct that is displayed on the wall to remind children of good behavior. Use short simple phrases and pair it with an image of an action representing the phrase; then break down and explain the rules to the children. Children can also help come up with the rules so as to give them a sense of ownership in helping create a safe and welcoming class environment where each member is respected and valued. You can also use books to teach children about good behavior.
        
        Many theories are being used here. A code of conduct allows children to construct their thoughts and understanding of good behavior in class (Piaget's Constructivist Theory). Using shorts simple phrases like "calm bodies" with a paired image of an action of the phrase and using books to teach children about good behavior makes use of Piaget's Development Stages. Children in an EC classroom are between the ages of 2-7 and are in the pre-operational stage where they are using symbols in their thought, speech, and play. Breaking down and explaining the importance of each code of conduct by an MKO makes use of Vygotsky's of Sociocultural Theory of Cognitive Development, that through language children develop their understanding. Allowing children to help come up with with rules and giving them a sense of ownership in the classroom Environment builds on their need for belongingness and self-esteem (Maslow) and also helps them succeed in achieving autonomy, initiative and industry (Erickson). This also makes use of Paiget's Constructivist Theory because it lets children create and think critically when they help come up with the rules.
        
        Self-esteem
        
        Regular genuine positive praise and feedback that develops intrinsic motivation and growth mentality will build on a child's self-confidence and motivate the child to focus in class in order to keep learning.
        
        Aside from meeting a child's need for self-esteem, we are using Skinner's Operational Conditioning Theory to reinforce the child's confidence through honest positive praise and feedback. When we develop growth mentality and intrinsic motivation we are using Carol Dweck's Theory of Mindset.
        
        Physiological Needs
        
        Provide a consistent class schedule with short breaks between lessons and long breaks for food and water, play (physical activity), and rest to address basic needs such as hunger, tiredness, and even restlessness. The schedule can be posted on the wall so the child can see it and know what to expect and when.
        
        To help children sit through a lesson little bit longer you can give positive praise and encouragement while letting them know that the break is just around the corner. You can also reward them with a little extra break time if they sit still to finish a lesson.
        
        This method is a combination of Thorndike's Law of Effect" and the Premack Principle. We are using the former when give positive praise and encouragement. We are using the latter when we reinforce the children's less probable behavior (sitting through class) with a higher probability behavior (extra break time).
        
        To help children transition better from activity to activity you can use music or the sound of the bell to signal the end of a period.
        
        When children hear the songs or bell they will know that the lesson is over and they can have their break. This is an example of how we can use Pavlov's classical conditioning.
        
        Provide a physical environment that is functional, comfortable, and conducive to learning by eliminating obstacles and distractions so that the child can focus.
      - Boredom
        
        Lack of motivation
        
        We can motivate children by giving consistent honest positive praise and feedback and tangible rewards like tokens, stickers, and prizes. Using progress charts displayed for children to see how they are doing will also help increase their motivation because when they see that they are doing well, it builds on their self-esteem.
        
        Using positive reinforcements on a regular basis to increase encourage good behavior is in line with Skinner's Operational Conditioning Theory. Increasing motivation by reinforcing a child's self-esteem is in line with Maslow's Hierarchy of Needs.
        
        We can motivate children to learn by providing them with lessons that are engaging for all types of learners and developmentally challenging and by using a mix of play, exploration and active learning.
        
        Here we are using several theories such as Gardern's Theory of Multiple Intelligences by providing lessons that are engaging to all types of learners, "Vygotsky's Sociocultural Theory of Cognitive Development, ZPD, and Scaffolding" and Piaget's Constructivist Theory by providing children with lessons that are developmentally challenging and allowing them to learn through play, exploration and active learning.
        
        Lack of understanding
        
        Break down difficult concepts to make it easier for children to understand. Teach lessons and use methods and materials that are developmentally appropriate to the child's age and cognitive level.
        
        When we break down difficult concepts into smaller parts we are using Vygotsky's ZPD and Scaffolding Theory. Making sure that we teach lessons and use teaching materials and methods that are developmentally appropriate for the child's age and cognitive level is in line with Piaget's theory.
        
        Mismatched learning styles
        
        Using a mix of various teaching methods will cater to each child's learning style and keep children engaged with the lesson.
        
        When we nurture different intelligences in class we are making use of Howard Gardner's Theory of Multiple Intelligences.
        
        Not challenged enough
        
        Once you see a child has mastered a lesson, challenge them with the next stage or new concept or activity. In certain cases, some children might do better in an advance class or moved up a level in their education. Engage the child in playing and exploring, active learning, and critical thinking activities to challenge them as well.
        
        We are also using Vygotsky's ZPD and Scaffolding Theory when we challege children with the next stage of the of learning or when we move them to an advanced class or up a level. Engaging children in playing and exploring, active learning, and critical thinking lets the child contract his thought and understanding of the world around him which is in line with Piaget's Constructivist Theory.
- - - - Initial Responses
        
        There should be spaces within the classroom (i.e. a Cooldown Corner) where students have the freedom to go and be alone for a short period of time. They can collect their thoughts and bring their emotions back to equilibrium in this safe space.
        
        This could connect to Pavlov's Classical Conditioning theory. Classical Conditioning theory essentially states that when someone develops a learned response to something, they will from then on associate the two things together. In this case, students could develop a learned feeling of being calm and relaxed in the Cooldown Corner. As they learn and practice techniques in this space, over time they could associate this place with feelings of peace and safety.
        
        Talk to the student. Give them positive encouragement. Tell them that it takes time and it's not easy and that it's okay not to get it at first. Remind them that we will continue practicing this concept. Go over it with them again individually if they are willing to listen. If they are not willing to listen and have already shut down, it's okay to give them space. Tell them to take a breather and make sure to stay patient and understanding because they're upset.
        
        In his theories pertaining to early childhood development, Lev Vygotsky talked about how he believes children begin to understand the world around them based on their immediate environment. Because children spend such a significant amount of time in their classrooms, the class teacher(s) is a very important aspect of their environment. Children are constantly learning how to respond to situations, both verbally and non-verbally, from the adults in their lives. This is why the teacher must respond in a positive, patient, and encouraging manner.
      - Ongoing Responses
  - - - Regardless of how the student feels, the teacher can make the extra effort to be as welcoming and encouraging as possible each day. In Abraham Maslow's Hierarchy of Needs theory, he lists 'belongingness' as one of the top needs that influences how someone behaves. Students should always feel that the teacher is a safe person to talk to and feel comfortable with, and the responsibility is on the teacher to communicate that through both their words and actions.
- - - - When a child does not want to do as told, the child may act out and throw a tantrum which can at times escalate towards the child hitting himself or others to get out of a situation.
        
        Ensure child's safety while providing minimum attention to the child's behavior.
        
        We are practicing extinction by providing minimum attention to the child's behavior, this will weaken the behavior until it eventually stops because the child will realize that such behavior will not lead to anything nor get him out of that situation.
        
        When the child is calm and stops engaging in physical harm, speak to the child in a warm and positive manner and explain to him that such behavior will not be tolerated and that there are other more appropriate behaviors he can engage in. Teach the child to self-regulate (discussed further in another branch).
        
        Here were are using Skinner's Operant Conditioning by giving the child a blank slate and safe place for him to redeem himself once the negative behavior has stopped and the child engages in the positive behavior.
      - When the child did not achieve the desired results
        
        Acknowledge that what the child is going through is hard for them to validate their feelings and let them know that you care for them. Let the child know that even you feel frustrated at times when something is difficult and teach them your coping tools. Give them positive feedback and redirect them to appropriate behaviors that can be used to express and vent their frustrations instead.
        
        When you let the child know that even you feel these emotions at times and what you do to manage these emotions, you are modeling good behavior. This is a combination of Bandura and Vygotsky theories where we learn from the modeling or guidance from a more knowledgeable other.
      - Some kids crave physical sensory experiences more than others or have a slightly dulled sense of pain; in response, they might turn to hitting themselves to fulfill the desire for physical stimulation. Some kids also turn to repetitive physical movements as a way of self-soothing when they’re stressed or tired.
        
        Make sure all physical needs are met to prevent the situation from happening. More often, a big bear hug can give the child the sensory input he is looking for. Acknowledge what the child is feeling to validate their feeling and let them know that you care. Then redirect the child to other more appropriate and higher probable behavior like hitting a pillow instead, taking deep breathes, counting to 20, or asking for a hug instead.
        
        When we make sure all physical needs are met to prevent a situation where the child would hit himself to self sooth we are keeping Maslow's Hierarchy of Needs in mind. Redirecting and replacing the less probable behavior of self-harm with a more appropriate and higher probable behavior makes ue of Premack's Principle.
      - Lack of communication skills
        
        Acknowledge what the child is going through and redirect the child to more appropriate behavior to vent or express himself. Let the child know that even you feel these feeling sometimes and tell them how you manage them. Give specific words to introduce a wide range of emotions to the child so the child can learn to label his emotions and communicate them to you. Teach the child to self-regulate by providing them with tools to manage their emotions (discussed further in another branch). Make use of books, feeling picture cards and posters, role play with dolls or puppets as tools to teach children about emotions and management skills.
        
        When you let the child know that even you feel these emotions at times and what you do to manage these emotions, you are modeling good behavior. This is a combination of Bandura and Vygotsky theories where a child learns from the modeling or guidance from a more knowledgeable other. Using specific words to introduce emotions and how to manage them makes is also in line with Vygotsky's theory where language is used to develop a child's understanding. We are also using Paiget's Constructivist Theory and Levels of Development by using developmentally appropriate teaching tools like books, pictures, role playing dolls and puppets to teach children to construct their thoughts and understanding of emotions and how to manage them.
    - - Ensure child's safety while providing minimum attention to the child's behavior
        
        We are practicing extinction by providing minimum attention to the child's behavior, this will weaken the behavior until it eventually stops because the child will realize that such behavior will not lead to anything nor get them the attention they yearn.
        
        When the child is calm and stops engaging in physical harm, speak to the child in a warm and positive manner and explain to him that such behavior will not be tolerated and that there are other more appropriate behaviors he can engage in to get the attention he craves. Teach him pro-social skills to help him express himself better and ask for what he needs. When he engages in these positive behavior, give him praise and acknowledgement and the attention he is asking for.
        
        Here were are using Skinner's Operant Conditioning by giving the child a blank slate and safe place for him to redeem himself once the negative behavior has stopped and the child engages in the positive behavior.
- - - - Disregard for rules, does not respond well to authority, constantly undermining adults, hostile to peers,makes little attempt to "fit in",may have been neglected/ abused, has strained relationship with parents, possible history of learning difficulties.
        
        ONGOING RESPONSES:Avoid public reprimands. Always try to address behaviour privately.any rewards or punishments must be meaningful
        and salient to the child.Teach children how to develop and maintain positive social relationships. Social
        skills’ training is important for these students to engage in equitable relationships.Teach “voluntary leaving” interventions. These are when the student learns when to
        leave the classroom, so his actions hurt no one.Demand eye contact of your students when addressing them.Have Problem Solving Conferences (PBC) with your students. These are meetings
        that are had when a student misbehaves in the classroom.Use a buddy system to help promote good behavior
    - - Resentful, outburst occur frequently , looking for reaction,will use inappropriate language,no provocation, wants to shock and upset others,
        
        ONGOING RESPONSES:Avoid intimidation. With ODD students, intimidation increases their non-compliant
        behaviour.Praise and acknowledge your child’s positive behaviour or even the lack of their
        negative behaviour that you are accustomed to. Point out positive characteristics.Choose your battles,s. However, clearly communicate what is not
        acceptable and follow through with consequences.Institute a token response cost lottery system. Students are allotted a certain amount
        of tokens that are then removed when they behave inappropriately. Sit down with all caregivers to discuss and agree upon your plan of action for dealing
        with defiant behaviors.If resources are available, parents should consider taking parent management or
        problem solving-skills training, or other forms of education
    - - Seeks out verbal confrontation.Argumentative,aggravates a situation, doesn't consider consequences, Takes no responsibility for actions, blame others, hold grudges,make people uncomfortable, blow small argument out of proportion
        
        ONGOING RESPONSES: Avoid signs of disapproval towards the child. This once again makes the child feel
        like they need to regain control again, causing them to misbehave.If and when the child shuts down and refuses to talk, stay calm and state your
        feelings and point of view, and then walk away from the potential fight. Consequences should be straightforward and easy to understand as well as agreed
        upon by all parties involved. Consistent rules and consequences must be followed by
        all who are implementing them.
    - - Neutral operants: responses from the environment that neither increase nor decrease the probability of a behavior being repeated.
      - • Reinforcers: Responses from the environment that increase the probability of a behavior being repeated. Reinforcers can be either positive or negative.
      - • Punishers: Responses from the environment that decrease the likelihood of a behavior being repeated. Punishment weakens behavior.
- - - - Some explanations of bullying draw upon an understanding of child development. They point out that bullying begins in early childhood when individuals begin to assert themselves at the expense of others in order to establish their social dominance. They tend at first to do so crudely, for instance by hitting out at others, especially those less powerful than themselves, in an attempt to intimidate them. But as Hawley (1999) points out, as children develop they begin to employ less socially reprehensible ways of dominating others. Verbal and indirect forms of bullying become more common than physical forms. In time, the kind of behaviour that is generally labelled as "bullying" becomes relatively rare. Consistent with this view is evidence that physical bullying is much more common in early childhood than later, and that what is identified as bullying gradually becomes less and less apparent as children become older (Smith & Sharp 1994).
  - - - Bandura proposes that there are five main cognitive factors that mediate control of the aggressive behaviour:
      - Attention – A person/child must attend to the aggressor. So a child must pay attention to an act of aggression carried out by a role model; for instance, when a child engages in a computer game or watches a violent film they are attending to the aggression.
      - Retention – To model the behaviour, it needs to be placed into LTM, which enables the behaviour to be retrieved. A child needs to remember the aggression that they have witnessed.
      - Production – The individual needs to be able to reproduce the behaviour, i.e. have the physical capabilities. So for instance aggression displayed by superheroes is less likely to be imitated if the child does not possess the physical capabilities to actually carry out the behaviour.
      - Motivation – An individual must be expecting to receive positive reinforcement for the modelled behaviour. A child must expect they will get some kind of reward from carrying out aggression This doesn’t have to be materialistic but could be linked to gaining higher status in the eyes of their peers.
      - Self-efficacy – Individuals must believe that their behaviour will attain a goal; they must have confidence in their own ability to carry out the action and that they will be rewarded for that action. Self-efficacy relates to the factor of self-belief in one’s actions. If a child decides aggression will be an appropriate action, they must be confident that they can carry out the behaviour and that it will end up in a positive outcome.