Behavior Management in ECCE

DEBRE TABOR UNIVERSITY

College of Social Science and the Humanities

Department of Early Childhood Care and Education (ECCE)

Module for the course: Behavior Management in Early Childhood care

and
Education (ECCE)

By: Fillagot Z.

April 2024

Debre Tabor, Ethiopia

 Behavior Management in ECCE

Chapter One: Understanding the child and the world they exist

Notice: Dear students/learners the wellbeing and development of children is in the

hands of
their caregiver as children are immature in age and cognition as well as in emotion and
they can‟t
differentiate what is good and what is bad and they are dependent in their caregivers.
As a result
their behavior, personality and other dimensions of their development is affected by
care giver‟s
treatment and other different factors and giving an emphasis for children‟s
wellbeing is too
essential.

Who are children? Or who is a child? What type of behavior they do have?

A child (Children) is (are) a person(s) between birth and puberty or between the
developmental
period of infancy and puberty. Legally, the United Nations Convention on the Rights
of the
Child defines child as "a human being below the age of 18 years. The term child also
described
by different scholars as individuals below the age of eight (8) including unborn
creatures. There
is no universal definition of who is a child or children. Chronological age is not a
sufficient
criterion for establishing operational definitions.
What is the first environment of children?
The child‟s environment begins to influence him/her as soon as s/he is born. The
influence of
the environment increases as the child‟s abilities mature. Children are vulnerable entities
because
of their immaturity and reliance on adults for their care and protection. The environment
is just a
means around children. Children's environment' includes: his location for example, at the
park, at
home, at the supermarket, toys, books and play equipment, but also other things you
might not
want him to play with and a child is in need of inquiring and searching his/her
environment,
moving, exploring, learning new things, and playing games during preschool period that
covers
the first six years of the life. The process of satisfying this need has an impact on
gaining the
knowledge, skills, attitudes, and habits, which form the basis of his/her life.
Positive early learning environments start with us when we create a positive
social and
emotional environment that is built on caring and responsive relationships. Children
can't
explore and learn, experience joy and wonder, until they feel secure. They need to
trust their
caregivers and know their needs will be met.

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1.2. Definition of behavior

What behavior is?

Behavior is the actions displayed by an organism in response to its environment or an

organism‟s
activities in response to external or internal stimuli. Children‟s behavior is their actions,
reactions
and functioning in response to everyday environments and situations.

What do you know about children and their behavior?

Children are sometimes spontaneous, sometimes reserved; joyful now, sad later;
friendly and
reserved; competent and active; talkative and quiet. Children are unique and complex
and thus
often difficult to comprehend. And they do not readily engage us in dialogue in order to
explain
the reasons for their experiences as they explore the world that surrounds them. Yet, as
teachers,
professionals and parents, it is important for us to know children deeply, to follow
with their
currents, and to extend their recent theories about how the world works. Children
have many
ways of expressing themselves and we can begin to understand what they are
experiencing and
the meaning they bring to their experiences by observing them, listening to them and
ultimately
recording these observations.

So, children need support from the adults in their lives to interpret and express their
needs in
ways that are appropriate to the situation and environment. When practices are based
on respect,
knowledge of children‟s backgrounds and communities, their self-esteem and
confidence will
improve and they become more skilled at managing their own behavior. Some
behaviors
regarded as challenging are simply age appropriate behavior. For instance; a two year
old not
being able to sit still, or an eight year old unable to contain their excitement and wait
for their
turn. Learning to communicate needs and wants in appropriate ways is one of
the many
challenges young children face.

1.3. Functions of behavior

Why the function of behavior is important?

All behavior serves a purpose. It is important to know why your child is engaging in
a
problem behavior so that you know how to react to it. Assessing the function helps we
learn

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what they are getting from engaging in that behavior. We want to teach the child a
more
appropriate alternative behavior instead.

Collecting information on the ABC relationship will help you to Understand why the
behavior is
occurring. Observe your child and when you see a problem behavior occur, Think
about and
write down what happened right before that problem behavior, and what happened right
after.

Antecedent

What happens right

before the behavior
Behavior

The behavior itself

Consequence

What happens right after the behavior

E.g
A. The antecedent, or what set off the
behaviors,
You tell your child to clean up and
they are you telling to the child to clean up (a
demand).
begin screaming and crying. You try
to
B. The behavior is the crying and screaming.
soothe your child by picking them
up C. The consequence or what happened after, is
that
your child received attention and they were
able to
escape the demand (didn‟t have to clean up).
By understanding the function, we can decrease how often the behavior occurs and
teach more
appropriate ways for those needs to be met. Therefore there are 4 four) functions of
behavior
A. Sensory (Automatic)
The child engages in a behavior because it feels good for him/her. Automatic or
sensory
behaviors can also continue because they relieve pain for the child. This behavior
happens
whether or not others are present.

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 Behavior Management in ECCE

E.g. Scratching an itch

When your son is upset, he goes into the corner of the room and begins to rock back and
forth.
B. Escape/Avoidance
The child engages in problem behavior because he/she wants to avoid or postpone
task he/she
does not want to do (Cooper, Heron, & Heward, 2007).
E.g. the child starts crying and lies on the ground when you ask him to wash his
hands,
something he doesn‟t like to do
C. Attention
The child engages in a problem behavior because he/she wants your attention and/or
the attention
of their peers/siblings. Attention can be both positive and negative. E.g. your child
jumps from
the slide at the park because it usually results in you rushing over to talk to him about
why he
shouldn‟t do that

D. Tangible
The child engages in problem behavior because he/she wants access to a preferred
item (Cooper,
Heron, & Heward, 2007)
E.g. you are grocery shopping with your child and he asks for a chocolate bar. You tell
him “No”
and he begins screaming and hitting his head. Other shoppers begin to stare as your
child gets
louder and louder. You give him the chocolate bar so that he will stop crying and
hitting his
head.
1.4. Introduction to behavioral and classroom management
Behavioral management is a method of behavioral modification which focuses
on
maintaining order. "Behavior management" is made strategies and systems that will
manage
and eliminate difficult behaviors that prevent students from succeeding in an
academic
environment. Some of the behavioral management techniques that teachers apply are:-
• Follow the ABC of behavior management
• Build a consistent approach
• Selective ignoring
• Be receptive to positive behavior and offer praise
• Demonstrate model behavior to maintain positive influence

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 Behavior Management in ECCE

Classroom management refers to the wide variety of skills and techniques that
teachers use to
keep students organized, orderly, focused, attentive, on task, and academically
productive during
a class or it is "a means of creating systems that support the kind of positive behavior
across a
classroom. Classroom Management is a term teachers use to describe the process of
ensuring that
classroom lessons run smoothly without disruptive behavior from students
compromising the
delivery of instruction. The term also implies the prevention of disruptive behavior
preemptively,
as well as effectively responding to it after it happens.
• Understand your students; get to know each student as an individual
• Practice patience with Rational Detachment
• Set effective limits
• Keep to the schedule you set
• Be aware of the causes of behavior
• Engage with students

1.5. Theoretical Foundations of behavioral management

There are many theories about behavior, but some educators and therapists are
“choosing” choice
theory over other motivational practices.

A. Theory of choice /Choice Theory (William Glasser 1997)

What is Choice Theory?
Choice theory emphasizes the individual‟s control over his or her own feelings and
actions and
teaches the concept that all behavior is chosen. It was created by Dr. William Glasser.
The theory
states that all human behavior is driven by the desire to satisfy five basic human needs:
the need
to be loved and accepted, the need to be powerful, the need to be free, the need to
have fun
and the need to survive. Conflict arises because humans can only control their own
behavior.
This theory also state that students need to have an awareness of their responsibility
and to make
their own decisions about their learning and behavior in the classroom, students
must have a
choice and that if they help choose their curriculum and decide on the rules in the
classroom,
they will then have ownership of their learning, have pride in their participation, will have
higher
self-esteem and will exhibit greater levels of self-confidence and higher levels of
cognition.

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B. Humanistic theory

This theory focuses on each individual's potential and stresses the importance of growth
and self-
actualization. The fundamental belief of humanistic theory is that people are innately
good and
that mental and social problems result from deviations from this natural tendency.
He proposed that people are motivated by five categories of needs: physiological,
safety, love,
esteem, and self-actualization. These needs are represented as a pyramid,
with basic
physiological needs such as food, water and shelter at the base and the need for self-
actualization
at the top. Maslow proposed that human behavior is purposeful and is motivated by the
desire to
satisfy needs and that lower-level needs must be met before a person can focus on the
next level
of needs. An unmet need is a primary motivator. Maslow further classified the bottom
four levels
of the pyramid “deficiency needs,” noting that “a person does not feel anything if they
are met,
but becomes anxious if they are not.” He classified the fifth level “a growth need‟
because it
enables a person to „self-actualize‟ or reach his fullest potential as a human being. As
humans
fulfill such need and recognize he/she is good she/he will develop good behaviors.
 Figure 1. Maslow’s hierarchy of needs
C. Social Learning theory (Albert Bandura 1997):
This theory is developed on the Social Learning theory based on the theory of
personality. He
posits that people learn from one another, via observation, imitation, and modeling.
His theory
has often been called a bridge between behaviorist and cognitive learning theories
because it
encompasses attention, memory, and motivation. He defined self-efficacy as the
"beliefs in one's
capability to organize and execute the courses of action required to manage
prospective

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situations". Self-efficacy is a central component in managing classrooms

today.
D. Theory of Assertiveness (Lee and Marlene Canter 1976)

Theory on Assertive Discipline states that rules and behavior expectations must be
clearly stated
and enforced. Teachers are never to threaten students, but to promise fair
consequences for
improper behavior. For this model to work, the teacher must use a firm voice and
constant eye
contact.
E. Applied Behavior Analysis (Wolf, 1968). This theory previously known as
Behavior
Modification is the science of human behavior and became widespread use in 1968.
“Applied
Behavior Analysis is the process of systematically applying interventions based
upon the
principles of learning theory to improve socially significant behaviors to a meaningful
degree,
and to demonstrate that the interventions employed are responsible for the
improvement in
behavior.
1.6. The “good child”?

What is the “good child”?

What is the difference between a "good" child and a "bad" one? It isn't always so easy
to know.
Are children “good" if they listen? Show respect? Do well in school? Do all of these and
more?
Whatever it means to be a good child, it does not mean being perfect. It does involve
qualities
like compassion, understanding, self-discipline, and appreciation though. Good
children put
themselves on the path toward becoming happy, successful adults. For example, you
need to take
responsibility for doing your homework and completing your chores, without constant
reminders
or resistance. Moreover the followings are some of the manifestations of good
behaviors such as
Curiosity, social skills, resilience, integrity, creativity, empathy, assertiveness.

1.7. Distracted child

Kids who are inattentive (easily distracted) have trouble focusing their attention,
concentrating,
and staying on task. They may not listen well to directions, may miss important
details, and
may not finish what they start. They may daydream or dawdle too much. Lots of kids
have short
attention spans. They get easily distracted. They have trouble of following instructions or
sitting
still. These can be symptoms of ADHD. But there are also other conditions that cause
attention

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problems. It‟s important to rule these out or a child can be misdiagnosed with ADHD
and get
the wrong treatment
1.8. Unkind behavior

Unkindness, in any form from carelessness to cruelty, can be defined briefly as

'causing
distress'. Unkind behaviors are the actions of someone who is behaving wrong.
Action or
conduct that is inappropriate, improper, incorrect, or unexpected. Much unkindness is
not really
intended. It is more a result of carelessness or ignorance as people do not realize how
others are
experiencing some form of distress. Such actions may be criticized, and a simple
apology is
often sufficient to mollify concerns.

Sometimes we are unkind because we are defending the ego, such as when insults are
traded in
an argument, and are mentally unable to cope with the situation. Unkindness in such
situations
is often used to deliberately push the other person away as their presence is causing
distress of
some kind. We may also knowingly cause distress on our way to achieving our own
goals.
People just get in the way as we pursue what we see as legitimate actions,
excusing their
unhappiness as unavoidable collateral damage. Depending on the action and distress,
this may
well attract stronger criticism from others.

The most criticized unkindness is often that where we gain pleasure from the distress
of others,
particularly where the distress is intense and we are unapologetic about what we
have done.
Such actions are typically framed as evil rather than bad or wrong.
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1.9. Understanding the difference between problem behavior, reactive behavior, and
childhood
dysfunction

Problem behaviors are continuous behaviors that hinder social relations, communications and
learning of
a child and cause harm to them, their families, their peers and other adults. Although
they show
themselves as tantrums and tendency to violence, some cases may also show reactions like
long sobbing
fits whereas reactive behavior is something that can take over a person‟s life and has
numerous
consequences. It can cause problems between our friends and families. Reactive behavior
can lead to a
state of anger and aggression and in some cases, can cause sadness, guilt, anxiety and
depression.

Childhood dysfunction is abnormality or problem of performing operation correctly or

disruption of
normal social relations. These children were neglected, ignored, or abandoned by their
parents or care
takers. There are different and most common types of dysfunctional childhood.

1. Dysfunctional childhood due to Neglect

This is the most common type of dysfunctional childhood. These children were neglected,
ignored, or
abandoned by their parents or care takers. Kids who were neglected in childhood grew up with
a lack of
food at home, dirty clothes, no access to toiletries for hygiene, unpaid bills that resulted in no
utilities,
dirty apartments or houses, no health care treatment, absent parents or parents who
provided little
guidance or rules among other neglectful acts. Kids who were neglected in childhood often
had to fend
for themselves – stealing food, clothes, and toiletries. Staying out at all hours, „crashing‟ with
friends.
Many ended up on the streets or in jail
2. Dysfunctional childhood due to physical abuse
This is one of the most well-known types of dysfunctional childhoods. Kids who were
physically beaten
were often blamed for their parent‟s inability to control their frustration and anger. These kids
were told
that they were „bad‟, “evil‟, “disobedient‟ and the like. It was common for kids to be spanked or
whipped
and there is still a debate going as to whether spanking is okay today.

During childhood if you lived in fear of your parent(s) because of regular beatings,
whippings or
spankings you most likely experienced abuse. And the fear and trauma experienced during
childhood
often continues to impact adult life if not faced.

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3. Dysfunctional childhood due to sexual abuse

This is another type of well-known abuse. Any type of sexual contacts directly or indirectly by
an adult
with a child is abusive. According to recent studies most children are sexually abused by
someone they
know not by a complete stranger. Many children keep secrete sexual abuse and end up
carrying it with
them into adulthood.
Sexual abuse does not only happen to girls. The number of sexually abused boys is growing
as more
admit to being abused. Sexual abuse manifests and impacts adult life in many ways –
difficulty forming
intimate relationships, engaging in promiscuous behavior, sexual addictions, or sexual
avoidance among
others. The emotional impact of childhood sexual abuse during adulthood can be devastating if
healing is
not sought.

4. Dysfunctional childhood due to emotional abuse – “toxic parents”

Sometimes kids were not overtly abused like with physical or sexual abuse but were instead
the victims
of emotional abuse. This can include verbal (emotional outbursts, yelling, cursing, etc) abuse by
a parent,
playing psychological games, humiliation, anger outbursts, and other types of manipulative
and gamey
behavior by a parent or caretaker.

Adults who were emotionally abused during childhood may feel misunderstood because the
abuse they
suffered was not overt. Our culture barely acknowledges neglect of a child, physical, and
sexual abuse.
Often people who were emotionally abused minimize their abuse and say, “well at least I wasn‟t
beaten”
making examination of the effects of this type of abuse harder to treat.

5. Dysfunctional childhood due to alcohol and/or substance abusing parents

Children who grew up with one or both of their parents abusing alcohol or substances can
sometimes face
the same issues as children who were neglected or emotionally abused. Adult Children of
Alcoholics is a
self-help organization based on the same principles of alcoholics anonymous and encourages
survivors to
examine their lives and begin actions that heal.

Intense feelings of guilt, shame, desires for perfectionism, and rescuing or enabling behavior
continues
well into adulthood. Many kids who grew up with one or both of their parents abusing
substances often
become the parent to their parent – abandoning childhood altogether Many do not know how to
have fun
and can be overly responsible.

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 Behavior Management in ECCE

6. Dysfunctional childhood due to witnessing domestic violence between parents

If you grew up watching your parents physically fight or one parent regularly physically or
emotionally
abuse the other parent you experienced abuse. Witnessing regular abuse in your home during
childhood
affects children. Many children who witness this type of violence lived in fear and were afraid
that their
parent would be killed. Many felt powerless and were confused about love (this is true of all
abused
children).Adults who witnessed regular violence by a parent or to a parent continue to be
affected in
adulthood.
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Chapter Two: Challenging behaviors

Challenging behaviors are defined as ''culturally abnormal behavior(s) of such an

intensity,
frequency or duration that affects the safety of the person. Or others are likely to be
placed in
serious jeopardy, or behavior which is likely to seriously. A person's behavior can be
defined as
"challenging" if it puts them or those around them (such as their carer) at risk, or
leads to
a poorer quality of life. Challenging behaviors arise as a condition that not only
obstructs the
classroom management by preschool teachers, but also affects the children‟s
development and
learning negatively, decreasing the efficiency of the process of education. The
challenging
behaviors observed in the preschool children weaken communications with peers,
decrease the
quality of the educational process, and reduce the performances and job satisfaction of
teachers.
It is suggested that the challenging behaviors exhibited during the preschool period
have a
negative impact on children‟s attitudes towards learning in their future ages,
academic
achievements, skills of attention and motivation

2.1. Characteristics of challenging behaviors

Challenging behavior is conduct that is either a challenge for others to manage and/or
puts the
young person at risk. Children with learning difficulties have behaviors that challenge
and may
include aggression, self-harm; soiling or smearing; shouting; and 'acting out' or
sexualized
behavior in public. Challenging behaviors are self-injurious behavior (SIB) and
aggression,
followed by stereotypic behavior, tantrums, destruction, and, to a lesser extent, feeding
problems,
pica, and rumination, among others.
Challenging behaviors have certain characteristics named as challenging behaviors in
general. It
may be described as follows: (a) although a child has a sufficient capacity mentally,
emotionally,
and physically, s/he exhibits improper behaviors, (b) repeats unfavorable behaviors
frequently,
(c) exhibits improper behaviors in a manner to obstruct the educational process, (d)
inhibits
his/her own and his/her peers‟ learning process at the same time, (e)
creates a
physically/psychologically menacing situation for himself/herself and for his/her
environment,
(f) damages the environment financially. It can also impact their ability to join in
everyday
activities. Challenging behavior is often seen in people with health problems that
affect
communication and the brain, such as learning disabilities.

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2.2. Functional behavioral assessment

Functional Behavioral Assessment (FBA) is a process for identifying problem
behaviors and
developing interventions to improve or eliminate those behaviors. An FBA
consists of
information-gathering procedures that result in a hypothesis about the function(s)
that the
behavior is serving for the student. The process also results in the identification of
environmental
antecedents (what happened before the behavior occurred) and consequences (what
happened
after the behavior occurred) that are maintaining the behavior. The information
gathered is used
to develop an effective and efficient behavior plan.
When must a Functional Behavioral Assessment (FBA) be conducted?

An FBA must be conducted:

♦ Whenever the Individualized Education Program (IEP) team (1) determines that a
student‟s
behavior is interfering with his/her learning or the learning of others, and (2) requires
additional
information to provide appropriate educational programming.

♦ When a behavior violates a “code of student conduct” that results in a change of

placement and
is determined by the IEP team to be a manifestation of the student‟s disability.

♦ When the school refers the student to law enforcement.

♦ When a student is removed from his/her current placement as a result of weapon

possession,
and/or illegal drug possession/ use, and/or serious bodily injury. Positive, rather than
negative,
measures must form the basis of behavior support programs to ensure that all
students and
eligible young children shall be free from demeaning treatment, the use of aversive
techniques,
and the unreasonable use of restraints. Behavior support programs must include
research-based
practices and techniques to develop and maintain skills that will enhance an individual
student‟s
or eligible young child‟s opportunity for learning and self-fulfillment. Behavior
support
programs and plans must be based on a functional assessment of behavior and
utilize positive
behavior techniques.

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Features of a Functional Behavior Assessment

• Observable and measurable, operationally-defined behaviors of concern.

• Identification of events and situations which predict when the target behavior will and
will not
occur.

• Identification of what functions the behaviors appear to serve and replacement

behaviors.

2.3. Intervention plans

Intervention plan means a description of services to be provided in response to the

presenting
crisis situation that incorporates the identified problem(s), strengths, abilities,
needs and
preferences of the individual served. Intervention plan means a plan designed to
improve the
progress of students determined to be not making satis- factory progress. An
intervention plan
must be developed, documented, and implemented by a certificated teacher in
conjunction with
the student and the student's parent(s).

Ways of writing intervention plans

• Make a plan. A family member or friend proposes an intervention and forms a
planning
group
• Gather information
• Form the intervention team
• Decide on specific consequences
• Make notes on what to say
• Hold the intervention meeting
• Follow up
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Chapter Three: Causes of Misbehavior

A large number of factors are considered to be responsible for the children‟s misbehavior.
Children‟s lack of interest, lack of motivation, attention seeking, the classroom environment,
teacher‟s attitude, the community and the family background of the students are some of
the
factors mainly contributing to this.

Misbehavior is any behavior that interferes with the learning or well-being of either the student him
or herself,
or someone else. In order for any response to misbehavior to be effective, it must address the
underlying cause.
One way to begin identifying causes of a given misbehavior is to consider the function it serves for
a student.
For example, a student might commit a behavior in order to:
• Escape boredom
• Obtain attention
• Avoid a task
• Escape embarrassment or save face
• Express frustration
• Distance him or herself from a teacher he or she perceives as uncaring
The function of a behavior is closely linked to its cause. Some common causes of student
misbehavior are:

• Unclear directions
• Unclear rules or expectations
• Problems in the teacher-student relationship
• Low investment, motivation, or engagement

Notice

All children act in annoying, obnoxious, or hurtful ways at times, and they don't always cooperate
with our
requests. Before dealing with inappropriate behavior in children, it is useful to know why they act
the way
 they do. Once we know this, it is easier to be effective problem solvers. We can explain
almost all
unacceptable behavior in children by one of the following three factors.
1. The child is attempting to fill a legitimate need.
Children have many needs that are not always met, even with the best of parenting. However,
each need

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must be filled if we are to expect "good" behavior. Obvious needs are for food, clothing, shelter,
and love.
Additional needs are for physical closeness, individual attention, an intellectually stimulating
environment,
meaningful activities, and respect.
When children's needs are not filled, they do whatever will get our attention. A child who is
hungry for
dinner may slap repeatedly at the newspaper father is reading to get his attention. A child who
is feeling
bored while waiting in line at the bank or post office may begin to provide more interesting
stimulation for
himself by running around. It is unrealistic to expect young children to behave well when they are
hungry
or bored. To prevent problems such as these, we can have healthful snacks on hand, and we can
bring along
simple toys to keep children occupied if we expect long waiting times.
Children need lots of individual attention, but it is hard for them to ask for it in mature ways.
Instead, they
may refuse to entertain themselves, cling to their parents, or even pick a fight with a sibling.
People often
say of a misbehaving child, "He's only trying to get attention," implying that he shouldn't be
given any
because this is not a legitimate need. However, the need for attention is quite legitimate, and
children do
not ask for more than they need.
2. The child lacks information (or is too young to understand or remember rules).
Children are born knowing nothing of our complex world. They must learn that windows are
breakable,
that people don't like crumbs in their beds, and that busy streets are dangerous. As parents,
we must
provide them with the information they need to live safely and happily in our society. It is
interesting that
the word "discipline" comes from a Latin word meaning "to teach."
We cannot expect toddlers (under two years of age) to learn to follow household rules,
because they are
incapable of understanding the concept of a rule. They live very much in present time, and we
need to
handle each situation patiently as if it were entirely new. It is for this reason that we need to
build limits
into a toddler's environment as much as possible by baby-proofing our homes. When
unacceptable
behavior does occur in a child this young, rather than attempt to set rules, the best approach is to
determine
what the child needs at the moment, and find acceptable ways to meet those needs. For
example, if your
daughter tears your unread magazines, you can place them out of reach, but give her old ones to
tear up.

By two years of age, most children begin to understand the concept of rules and are able to
remember and
follow a limited number. But we should not expect too much of a two- or three-year-old. Gradually,
during
the early childhood years, children can remember more household rules and are generally willing
to follow
them, provided their immediate needs are being met. When giving rules, it is always more
effective if we

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explain, in language the child can understand, why certain limits must be set. (E.g: "You may
play with
water in the bathroom, but not in the living room, because I don't want the rug to get wet.") Be
prepared to
give reminders as needed.
One effective way to communicate information is to let natural consequences occur, when
appropriate. For
example, if your son chooses not to clean up his room, he may need to suffer the consequence of
not being
able to find a favorite toy. He will learn the value of keeping an orderly room much more
effectively this
way than by parental lecturing or control. Although natural consequences can be helpful, I
do not
recommend creating artificial or "logical" consequences, because children often experience
these as
punishment, and they become angry and resentful.
Another way to communicate information is to give an "I-message" (for example, "I hate
crumbs in my
bed!"). This lets children know how we feel, and it can be much more effective than giving orders
("Go eat
somewhere else") or "you-messages" ("You're a slob").
Children continue to need information as they grow older. Even teenagers, sophisticated as
they may
appear to be, still have much to learn. Whenever unacceptable behavior occurs, it is always a
good idea to
check into the possibility that your child simply lacks the information that would allow him to
make wise
choices about how to behave.
3. The child is suffering from stress or unhealed trauma.
Stress or unhealed trauma is perhaps the most important, but most misunderstood, reason for
unacceptable
behavior. Children are not very eloquent about expressing their feelings verbally. Instead, they
tend to
show their feelings through their behavior.
When a child is feeling scared, hurt, jealous, frustrated, angry, disappointed, discouraged,
confused, or
insecure, he will act in ways that give clues to how he is feeling. For example, a little girl who
imagines
spiders in her room might resist going to bed. A jealous older brother might repeatedly tease
his younger
sister. A very frustrated or frightened child might start hitting or biting other children. A child
who is
feeling disconnected and insecure may become whiny and clingy.
Once you have ruled out all possible needs and given necessary information, you can
consider any
misbehavior to be an indication that a child is experiencing strong and painful feelings.
Instead of
punishing or lecturing, you can try to figure out why the child is feeling hurt, frustrated, or scared.
If you
can eliminate the cause of stress and provide reassurance, closeness, and love, the child's
behavior may
improve.
Sometimes, however, there is no immediate cause for a child's painful feelings. Instead, the
child may be

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 Behavior Management in ECCE

suffering from earlier, unhealed trauma (such as birth trauma, hospitalization during infancy, the
mother's
postpartum depression, or abuse). Children with early traumas such as these often harbor
feelings of
intense rage or terror, which can lead to serious behavioral problems. A stress-free environment
with plenty
of love will not be sufficient to change such a child's behavior.
Luckily, children know how to heal from trauma by releasing pent-up emotions through play,
laughter,
crying, and raging.
Release mechanisms, which allow healthy outlets for anger, fear, or grief. Children who cry
and rage
about seemingly insignificant events are usually attempting to heal from earlier trauma. If we can
be loving
listeners and sounding boards, our children will heal from trauma, and much of their
obnoxious,
uncooperative, and hurtful behavior will simply disappear. It is important to remember that there
is always
a good reason (either past or present) for children's tears and tantrums.
When children act hurtfully towards others, it is important to step in and lovingly interrupt the
behavior
(either verbally or with gentle restraint). If a child seems to be having a hard day, hitting or
biting other
children, you can remove him from the group, but stay with him and hold him, saying, "You
seem very
upset today. Let's be together for a while." This often allows tears to flow, which is the stress-
release that is
needed. After a good cry in your arms, he will feel much relieved and reconnected with you,
and will
probably show no further signs of aggressive behavior. Sometimes, when two children are
arguing or
fighting, a useful approach is to act as a mediator. You can encourage each child to tell what
happened, and
to express his or her needs and feelings. (This might include some crying.) Without judging or
taking sides,
you can reflect back what each child is feeling and encourage them to find a mutually agreeable
solution to
their conflict.

3.1. System theory approach to understanding the challenged child

Systems theory is an interdisciplinary study of systems as they relate to one another within a
larger, more
complex system. Systems theory seeks to explain and develop hypotheses around
characteristics that arise
within complex systems that seemingly could not arise in any single system within the whole.
Most of the
time the issues of children is left for the governments, to the opposite the government lefts it for
NGOs and
religious organizations. Evidence also shows us that by working on systems strengthening, we
are able to
assist more children and in a more durable manner. The basic idea behind Systems theory
approach is that,
“unit is strength.”

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 Behavior Management in ECCE

Notice: To understand and cultivate children in holistic development and to make feel secure, it
requires
multi-sectorial responses, with areas such as education, social protection, labor market,
justice, health,
migration management etc. all playing a crucial role. System strengthening efforts are more
likely to
deliver a standardized package of services in a more predictable manner. If standards are set
across the
system then all service providers are bound to deliver their support to children in a consistent
manner. This
helps to improve equitable access to high-quality services regardless of where children are
living. A
systems approach provides a more conducive environment for piloting, testing and (where
appropriate) up-
scaling models of good practice. This can happen in two ways. Firstly, individual organizations
will have
greater opportunities for sharing their successes and challenges and demonstrate the relevance
of particular
approaches for wider use within the system.

Secondly, child protection organizations might also agree on joint pilots or learning forums,
perhaps
sharing the testing of the relevance and effectiveness of different models. In turn this may
improve the
effectiveness of the overall system. By working in partnership with others and combining
formal and
informal elements of the system, agencies are better equipped to reinforce the actions of the
other, thereby
bringing about lasting positive outcomes for children.

3.2. Risk factors and Resiliency of the young child

Life can be challenging and may include many stressful situations. Parents and children can feel
overwhelmed
by different things at different times.

Risk factor is something that increases a person's chances of developing a disease. For example,
cigarette
smoking is a risk factor for lung cancer, and obesity is a risk factor for heart disease. The followings
are risk
factors of children

• Drug, alcohol
• Poverty
• Children of parents in conflict with the law
• Homelessness
• Presence of neighborhood crime
• Early and repeated anti-social behavior
Generally the key risk factors known to affect child development may be broadly grouped into those
affecting
(1) the wider community and environment in which the child and family live, often termed the social
determinants of health (2) poverty, lack of access to education, environmental stressors, poor water
and

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 Behavior Management in ECCE

sanitation.

Resilience can be defined as “the ability to generate positive emotions and recover quickly from
negative
emotional experiences”. It is “the capacity for successful adaptation, positive functioning or
competence despite
high risk, chronic stress or prolonged severe trauma”. It can be also define as the ability to thrive in
the face of
adversity or recover from negative events. Resilience is the ability to withstand adversity and bounce
back from
difficult life events. Being resilient does not mean that people don't experience stress, emotional
upheaval, and
suffering. Resilience is important because it gives people the strength needed to process and
overcome
hardship. Ways of building resilience in children

• Give attention and affection – lots of smiles and hugs. This makes your children feel secure,
loved and
accepted.

• Play with your children. Playing together is a great way for you to connect, get to know them
better and
have fun. It‟s also a great way for children to develop physical, imagination and social skills.

• Comfort your children. When children are hurt or frightened, sad or angry, being comforted
helps them
feel as if they‟re not alone with their big feelings. They will feel closer to you and learn healthy
ways to
comfort themselves and others as they get older.

• Listen with interest to your children‟s feelings, thoughts and ideas. This lets them know you
think what
they have to say is important.

• Show empathy. Empathy means seeing things from other people‟s point of view. This doesn‟t
mean
you have to agree with them. It just means that you are letting them know you understand how
they feel.
When children feel understood, it‟s easier for them to try to understand others. Empathy is the
foundation for developing caring relationships with other people.
 • Help your children identify and express their feelings (glad, sad, mad, scared, etc.). Point out
that other
people have these feelings, too.

• Reduce TV time. Experts recommend that children under 2 years should not watch any TV.
Children
between 2-4 years should watch less than 1 hour per day. Instead, find things to do that build
your
relationship, like reading together or going to the park.

• Read or tell your children stories about people who show compassion, kindness and
understanding for
others

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 Behavior Management in ECCE

Chapter Four: Preventing strategies of Misbehavior

In the context of behavior management, prevention strategies are the procedures that individuals
use to keep
others from engaging in negative behavior. We often use prevention strategies with one another
as adults.
Prevention strategies are also used extensively with young children. An atmosphere of family
affection, open
communication, and positive parental role modeling is the basic foundation for raising well-
disciplined
children. The next layer of child discipline involves preventing misbehavior before it happens.
Basically, this
means that parents need to help children to understand appropriate family rules and what is
expected of them
and to encourage children's positive behavior and conformity with the rules.

Parents should be sure that young children are equipped with the necessary physical, mental, and
emotional
tools needed to follow the rules. As parents create house or family rules, they should keep in mind
that children
will not necessarily be able to understand the rules as adults do because of children's lack of
cognitive
sophistication (i.e., children do not have the insight and abstract thinking skills of adults and
may not
understand the reason for or intent behind, or how to follow, rules). Therefore, it is important that
adults explain
all rules to children in an age-appropriate form and target them towards children's skills and abilities.

For most preschool-aged children, rules need to be simple, short, and concrete. A few examples of
house rules
appropriate for preschool-aged children are, "Treat other people kindly," "Pick up your toys before
bed" and
"Brush your teeth before school and before bed". If children cannot understand what is expected of
them, or
cannot actually accomplish what is expected of them, it will be far harder for them to follow the rules.

Whenever possible, family rules should be phrased as positive statements rather than as a list of
prohibited
behaviors. For example, instead of saying, "Do not lie" parents can say instead, "Always tell the
truth."
Furthermore, parents should help children understand the rules by repeatedly explaining them
using various
different methods of explanation. For instance, creative strategies can be used to show young
children what the
rule, "Be patient and calm at the grocery store," means. Parents can role-play a situation in the
family living
room, and pretend to be the child. The adult can demonstrate patiently walking in the grocery
store, using a
calm voice, staying within eyesight, and so on, while explaining to children how they are expected to
act at the
store. Then, parents can pretend to have a tantrum, kicking and screaming and whining for
chocolate in the
middle of the living room floor. Preschool-aged children will probably break into a fit of giggles
watching
Mom do this, but this sort of concrete play-acting can effectively illustrate exactly what behaviors are
expected
and approved and what are discouraged.

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 Behavior Management in ECCE

Young children need lots of visual and verbal reminders about rules, as they don't yet have the
skill of
internalizing expectations mastered. To make the rules clearer for children, it can be useful to
illustrate them on
a colorful and attention-grabbing poster that is displayed within the house. For children this age
who cannot
read, parents can create drawings or put photos beside the rules to depict the expectations (pairing
photos with a
written description of behaviors may also encourage reading skills). Posters of rules should be
placed at child-
height, and put in places where everyone in the family can easily see them (e.g. on the refrigerator, on
bedroom
walls, in the playroom)

Generally there are some best strategies for preventing misbehavior in kids of all ages.

1. Connect. Stay connected by seeing his point of view, so he's motivated to develop self-
control. When
humans lash out biting his sisters, breaking things, defiance it's because they feel afraid or hurt.
That upset
disconnects your child from you, even if you're usually close. But his motivation to "behave" comes
from his
connection with you, so you have to re-establish the connection before you can influence his behavior.
As soon
as you see your child getting upset and pushing on the limits of acceptable behavior, move in
close and re-
connect: "Sweetie, I think we all need a hug come here." Sometimes that's enough to turn things
around,
especially if you can then move into.

2. Play. Children process emotion through play, so you can often prevent "misbehavior" by helping
your child
channel her big feelings into giggles. Toddlers need regular throwing games where they can
satisfy those
throwing impulses. Try beanbag tossing into a bucket, or balls outside, or tossing stuffed animals
down the
stairs. Watch, compete (badly), admire his throwing, and be silly to get your child giggling. All young
children
need lots of wrestling, and games where they get to feel powerful: "You're just too fast for me! How
come you
always win?!" The more laughter, the less misbehavior.

So when your child is beginning to push the limits, you might grab her up in your arms and run
around the
house with her, chanting something that gets her giggling, like "We're growly, growly puppies.
Anyone who
comes close gets a big puppy lick!" Compete with each other to see who can growl most fiercely
until you're
both giggling and the whole mood changes. (Adapt this for older kids. I find pillow fights essential to
life with
tweens and teens.). Unless, sometimes, things have gone too far and your child just needs to
express all those
tears and fears, and play won't shift the mood.

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 Behavior Management in ECCE

3. Help him with emotions so they don't drive "misbehavior."

When your child is cranky or defiant and play doesn't shift the mood, he's asking for your help with
his big
feelings. All young children carry a figurative "emotional backpack" where they stuff the emotions
they don't
feel safe enough to experience at the moment. When those feelings are pushing to come up and be
expressed,
kids feel disconnected from us. They show it by refusing to cooperate. When we ignore these signals,
we can be
sure our child will soon escalate and lash out.

4. Set limits with empathy.

Of course, none of this stops you from setting limits. It's our responsibility to guide our kids. But all
humans
resist being controlled. Kids of all ages are more likely to follow our guidance when we
understand their
perspective. (It's also easier for humans to redirect an impulse than to stop it completely.) "Food
is not for
throwing! Are you showing me that you're done eating? Say 'Done, Mommy' and I will help you get
down.
Since you want to throw, should we get your beanbags??" "I know, it's hard to stop playing and get
ready for
bed. I bet when you're a grown-up, you'll never sleep. You'll just play all night long every night, won't
you?
Right now, though, it's time to get ready for bed."

5. Design/maintain the physical and temporal learning environment

The term temporal environment refers to the timing, sequence, and length of routines and activities
that take
place throughout the school day. An enriching and stimulating home environment fosters healthy
growth and
brain development by providing a child with love, emotional support, and opportunities for
learning and
exploration. In families where only one parent is present, there are often fewer economic and
emotional
resources. The physical environment refers to the overall design and layout of a given classroom and
its learning
centers. Teachers should design the environment by organizing its spaces, furnishings, and
materials to
maximize the learning opportunities and the engagement of every child. A well-arranged
environment should
enhance children's development through learning and play. A positive physical environment allows
children to
grow and develop through activities, colours and textures. Poorly designed learning environments in
childcare
can have a negative effect on a child's learning experience. The physical atmosphere of the
classroom can help
prevent behavior issues as well as promote and improve learning. The physical arrangement of the
classroom
can affect both student and teacher behavior, and a well-structured classroom management plan of
design has
the ability to improve learning and behavior.

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 Behavior Management in ECCE

6. Development of rules

Kids will always act like kids. When we react by throwing a tantrum ourselves, it always makes
things worse.
If you can regulate your own emotions, you can always calm the storm. That's what teaches kids
to manage
their own emotions. This is what allows them to manage their behavior. These five tools connect,
play, help
with emotions, set limits with empathy, and regulate your own emotions will give your child the
support he
needs to be his best self-most of the time. Of course, if your child is a toddler, you'll also want to
practice
prevention: keep pens out of reach, don't have markers in the house that aren't washable, and develop
really fast
reflexes to catch his bowl when he's done eating. Rules provide the framework for children to
understand what
is expected of them at home, with friends and at school. By setting limits, parents teach kids
important skills
that will help them succeed in all areas of life. Rules teach children self-discipline and help them
learn how to
make healthy choices. Kids need boundaries without them they lose their way. They need clear
rules and
consistent consequences. Talking about the reasons for both rules and consequences helps kids
understand why
they need to follow rules. They don't just follow them out of a fear of the negative consequences of
breaking
them.

7. Developmentally appropriate activities with clearly stated directions

Developmentally appropriate" describes an approach to teaching that respects both the age and the
individual
needs of each child. The idea is that the program should fit the child; the child shouldn't have to fit the
program.
Developmentally appropriate practice requires early childhood educators to seek out and gain
knowledge and
understanding using three core considerations: commonality in children's development and
learning,
individuality reflecting each child's unique characteristics and experiences, and the context
in which
development. Developmentally Appropriate materials are materials for preschoolers and
kindergarteners that
should support their developing social skills and interest in adult role, growing imaginations,
increasing motor
skills, and rapidly expanding vocabularies. Because children develop at different rates,
choosing
developmentally appropriate materials means you should have a range of toys available that can
accommodate
differences between individual children's skills, interests and characteristics. Materials can
encourage children
to play with others, take turns and share

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 Behavior Management in ECCE

8. Reinforcement to increase appropriate behavior

Positive Reinforcement: Adding something pleasant or desirable (e.g., toy, food, attention) to make
a target
behavior more likely to occur. Negative Reinforcement: Taking something unpleasant or undesired
away (e.g.,
aspirin to relieve a migraine) to make a target behavior more likely to occur. The most effective way
to teach a
person or animal a new behavior is with positive reinforcement. In positive reinforcement, a desirable
stimulus
is added to increase a behavior. Reinforcement can be used to teach new skills, teach a
replacement behavior
for an interfering behavior, increase appropriate behaviors, or increase on-task behavior

By reinforcing the desired behavior with praise, the child will be more likely to perform the same
actions
again in the future. Reinforcement can include anything that strengthens or increases a behavior,
including
specific tangible rewards, events, and situations. For example, you tell your five-year-old son, Jerome,
that if he
cleans his room, he will get a toy. Jerome quickly cleans his room because he wants a new art set.
Some people
might say, “Why should I reward my child for doing what is expected?” But in fact we are
constantly and
consistently rewarded in our lives. Positive reinforcement as a learning tool is extremely effective. It
has been
found that one of the most effective ways to increase achievement in school districts with
below-average
reading scores was to pay the children to read.).
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 Behavior Management in ECCE

Chapter Five: Strategies to Promote Positive and Respond to Poor Behavior

Children quickly learn how to behave when they get positive, consistent guidance from
you. This
means giving your child attention when they behave well, rather than just applying
consequences
when your child does something you don't like. Here are some practical tips for
putting this
positive approach into action.

Positive behavior intervention strategies include designing routines, implementing silent

signals,
assigning tasks, and setting expectations. These strategies help encourage positive
behaviors
from individuals while simultaneously suppressing negative behaviors. Here are some
strategies
to promote positive behaviors and respond to poor behaviors.

1. Ask for the behavior you want.

It‟s always better to have a positive approach- frame your rules by asking for the
behavior you
would like to see, rather than the behavior that you wouldn‟t. For example, rather than
saying „no
hitting‟, ask for „kind hands‟. When a child is displaying difficult behavior, remind them
of the
rule in a positive manner and give them time to process and follow it don‟t overload
them with
too many sentences.

2. Reward good behavior.

Whenever children are behaving well, reinforce them (e.g. „well done for showing
us kind
hands). Make sure that praise is specific what exactly did they do that you liked?
This helps
children to understand what is expected of them and choose their actions accordingly.
You could
also have a reward chart to add an incentive to behave. You could also give out
stickers, which
might add up to an even bigger reward (e.g. a certificate, a small toy, or a class party).

3. Make the consequences clear.

When children don‟t follow your expectations, give them a second chance to correct the
behavior
by reminding them of the rules but if they still don‟t correct themselves, there should be
an age-
appropriate consequence. Consequences are most effective if they are immediate,
logical, and
decided in advance you should set out in your behavior policy which consequences
you might
give for different behaviors. They might be as simple as moving a child‟s name on the
behavior
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 Behavior Management in ECCE

chart, or you might decide to use methods such as thinking time (also known as time-
out, though
this can have a negative connotation).If you do use thinking time, keep it for more
challenging
behaviors, and make sure that you sit with the child throughout – don‟t abandon or
isolate them.
It should be an opportunity for them to calm down and sit in a quiet space, which
should last for
roughly one minute for each year of their life (two minutes for a two-year-old, three
minutes for
a three-year-old, etc.). After thinking time, it should be a fresh start for the child: the
incident has
been resolved.

4. Take note of triggers

Certain children might display challenging behavior regularly, and it is useful to

observe what
triggers this behavior in them. You could use an ABC chart to monitor what happened
directly
before and after the behavior, and see if you can spot any patterns. This will help you
to fix the
problem. For example, you might find that a child displays challenging behavior
whenever it‟s
time to tidy up this might suggest that they struggle with transitions. As a result, you
could put
strategies like visual timetables in place to make it easier for them.

5. Talk about feelings.

Discuss your own feelings with the children to make them aware that everyone has them,
as well
as labeling what you think they‟re feeling when they behave in a challenging way.
Research has
shown that labeling feelings reduces the negative effects they are having, helping the
child to
behave in a more positive way.

6. Be a role model
Children learn how to behave by watching others. As a result, it‟s important that you
stay calm
and level-headed, never raising your voice, and follow your own behavior
expectations at all
times. Additionally, don‟t shame or humiliate children for their actions this can
be very
damaging to their long-term mental health, and is not an effective behavior management
tool. As
we‟ve discussed, consequences like time-out are not a punishment, but simply time for
the child
to calm down, phrased in a positive way in no circumstances should we ever tell a child
they‟re
going to the „naughty step‟ or „naughty chair‟.

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 Behavior Management in ECCE

7. Look at additional needs (SEND).

Some children might display challenging behavior as a result of special educational
needs and/or
disabilities (SEND). If you suspect additional needs, you should leave diagnoses to
medical
professionals, but do ask your setting‟s SENC for advice, discuss your thoughts with
parents,
and/or get help from the local Authority.

8. Review your strategies.

Make sure you set aside some time regularly to think about which strategies are
effective for
which child, and whether you need to try something different. Your behavior
management
toolset should grow and adapt over time with experience, in order to be as effective as it
can be.

9. Proactive Strategies and Interventions: Peer Education, Conflict Resolution

Proactive interventions are formal and informal activities (workshops, training,

appraisals,
etc.) required implementing and sustaining change. The Hearts and Minds toolkit can
be used to
form the basis for training, workshops, and other professional development activities.

• Stop-Think-Do
• Assertive Discipline
• Rewards & Consequences
• Suspension and Expulsion
• Use of School Counseling
• Working with Parents and Other Stakeholders
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 Behavior Management in ECCE

10. Teaching positive behaviors to support children

Teaching positive behavior brings together the whole-school community to
contribute to
developing a positive, safe and supportive learning culture. Reduced inappropriate
behavior and
increased time focused on instruction to improved social-emotional wellbeing.
Examples of
positive behavior supports in the classroom can include routines, proximity, task
assessment, and
positive phrasing. Moreover the followings are ways of teaching positive behaviors to
support
children

• Positive alternative behaviors

• Peer support models
• Building positive peer relationships
• Building positive adult/child relationships
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 Behavior Management in ECCE

Chapter Six: Implementing Behavior Management in Pre-School:

Intervention and follow-up
Behavior management is about guiding your child's behavior so that they learn the
appropriate
way to behave, rather than just punishing them when they do something you don't
like. A
positive and constructive approach is often the best way to guide your child's
behavior. When
children are engaging in challenging behavior, interrupt, and redirect the child to the
appropriate
alternative behavior using minimal attention, discussion, and emotion. Your redirect
should
focus on stating what the child should or might do. Proactive interventions aim to
create an
environment conducive to teaching, learning and the prevention of inappropriate
behavior.

Implementation is the carrying out, execution, or practice of a plan, a method, or any

design,
idea, model, specification, standard or policy for doing something. As such,
implementation
is the action that must follow any preliminary thinking in order for something to actually
happen.
So when behavior management techniques implemented correctly, it promotes a more
positive
school climate, safer learning environments, and more trusting and respectful
student-teacher
relationships. Include the students in establishing a class schedule that works for
everyone and
give them responsibility for some routine tasks.

6.1 Developing a School Behavior Management Policy

A behavior management policy is set of rules and explanations to help teachers

keep their
classroom running smoothly. The rules and expectations section states the rules of the
school of
classroom. The procedures section explains how students need to behave in certain
situations,
such as how exit the class for lunch.

School behavior management policy is more than just school rules, codes of
conduct,
punishments and counseling. It also involves effective classroom management, a safe
working
environment, praise and rewards, clear communication, participation by all
stakeholders, life
skills training, sharing best practice, assertive discipline, good planning and well trained
and well
supported professional teachers. Effective behavior management is a whole school
approach and
reduces the potential for poor and antisocial behavior to occur by developing the
social,
emotional and behavioral skills of students. Every school must have a written
discipline/behavior
policy which outlines the behavior which it expects from registered pupils and the
sanctions

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 Behavior Management in ECCE

which it will impose for breaches in discipline. Sanctions are an integral part of a
school's policy
in order to uphold the school's rules and procedures. This prevents children learning
and affects
their future, through no fault of their own. And if there is bad behavior among their
classmates, it
can lead children into bad habits. The good news is that poor behavior can be addressed.

Behavioral management policies aim to change people's behavior through interventions

to choice
contexts and psychological mechanisms of decision-making. A clear school
behavior policy,
consistently and fairly applied, underpins effective education. Good schools
encourage good
behavior through a mixture of high expectations, clear policy and an ethos which
fosters
discipline and mutual respect between pupils, and between staff and pupils.

6.2 Change Physical environment, routines, transitions, curriculum, and teaching

strategies

Good classroom arrangement inspires, and encourages children to easily interact with
each other
and develop various skills including language, and social behavior. Poor classroom
physical
arrangement may affect children's free movement and can result into social behavior
problems.
Environmental factors include temperature, food, pollutants, population density, sound,
light, and
parasites. The diversity of environmental stresses that have been shown to cause an
increase in
asymmetry is probably not exclusive; many other kinds of stress might provide similar
effects.
Changing the classroom environment can increase academic engagement and decrease
disruptive
behavior. Disruptive behavior (e.g., speaking without permission, getting out of seat)
often
interferes with students' engagement in the learning process.
Classroom routines can increase student confidence and comfort levels since learners
know what
is expected of them in different situations. Set routines are especially helpful when
working with
young learners and teens that need extra support in regulating their behavior.
Routines allow
students to quickly accomplish day-to-day tasks that are required of both the
teacher and
students. Routines also help to create smoother transitions between activities and
therefore allow
fewer opportunities for disruptions to occur

E.g Meal, sleep and rest times, nappy changing and toileting, managing personal
hygiene and
self-care activities; transitioning from one part of the day to another are all routines that
children
experience. They often occur at the same time every day, and are carried out in the same
way.

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 Behavior Management in ECCE

What are classroom transitions?

Classroom transitions are the time between activities in the classroom. They start as
students
arrive and complete their morning routines. They can include the time moving from one
activity
to the next (e.g: moving from a reading lesson to a math lesson

What about curriculum and teaching strategies?

According to the research findings, inadequate resources, skills and knowledge and
lack of pre-
planning on new curriculum development adversely affect the teaching and learning of
science in
schools. Also, it is important to have functional curriculum support forums at school,
circuit and
district levels. An effective curriculum provides teachers, students,
administrators and
community stakeholders with a measurable plan and structure for delivering a quality
education.
The curriculum identifies the learning outcomes, standards and core competencies
that students
must demonstrate before advancing to the next level. The development of
students‟
understanding to learn important concepts, teacher may use a variety of teaching
strategies that
would work best for her/his students. The key is helping students relate lesson
content to their
own backgrounds which would include students' prior knowledge in understanding new
concepts

6.3 Guidance

The guidance refers to the process of helping individuals to discover and

develop their
potential. It is the how of helping children learn the expectations for behavior in a
variety of
settings. It is the ways you help children know what it means to be a member
of your
community. It means helping children learn from their mistakes and make positive
choices

Children‟s behavior is influenced by their age and level of development, their

environment, and
the adults who care for them. Caregivers need to understand that children experiment
and make
mistakes as a normal and expected part of their development. It is important to have
reasonable
expectations that are consistent with each child‟s age, developmental stage and
abilities.
Caregivers need to take time to offer developmentally appropriate guidance and
explanations to
help children gain confidence, competence, and problem-solving skills. Caregivers can
be more
effective in guiding behavior and supporting children when they have an
understanding of the
different developmental stages and abilities of children they care for. Children‟s
experience in

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their family and culture influences their behavior. Knowledge about a child‟s family and
cultural
background as well as respect for different value systems will help caregivers respond
sensitively
to the varying approaches to raising and caring for children. Caregivers who
understand and
appreciate principles of child development and family and cultural influences will
develop
attitudes and practices which are based on realistic expectations of children‟s behavior.

Children need adults to teach, guide, and support them as they grow and learn.
Child care
providers play an important role in guiding children's behavior in positive, supportive,
and age-
appropriate ways. The most appropriate ways to guide behavior may differ from child
to child
and will depend on the child‟s age and developmental abilities and needs.
Positive and
supportive guidance helps children as they learn self-regulation and find appropriate
ways to
express their wants, needs, views and feelings. Guiding children‟s behavior is an
ongoing
process. Encourage and tell children what they're doing right, use praise as a teaching
tool, and
let them know why you are proud of them. Give positive attention for good behavior
rather than
negative attention for inappropriate behavior. Teach children how to resolve conflict
and solve
problems. Instructions should be clear, short and appropriate for your child's age, so
your child
can understand and remember them. And positive rules are usually better than
negative ones,
because they guide your child's behavior in a positive way

Guidance provides children with appropriate and positive models of behavior and helps
them to
develop respect, self-regulation, self-confidence and sensitivity as they learn and grow.
Guidance
is needed while appropriate behavior is happening, as well as before, during,
and after
inappropriate behavior is displayed. “Emotional and behavioral self-regulation
contributes to
young children‟s growing independence. It is this growing ability to control their own
feelings
and behavior that eventually allows a child to become more skilled in their
relationships with
children and adults, for example, when playing together or making decisions together.
In the
preschool years, children‟s self-regulation skills are still developing and can often go
up and
down. Being able to consistently regulate their own feelings and behavior is a major
task for a
young child.

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6.4 Positive Behavior Support

Positive Behavior Support (PBS) is a set of research-based strategies used to increase

quality of
life and decrease problem behavior by teaching new skills and making changes in a
person's
environment. Positive behavior support is a community based approach that involves
learning
more about the environment in which a child or adult lives, and working
collaboratively with
everyone in that setting to design strategies for promoting positive social and
communication
skills.

Positive behavior support (PBS) is a form of applied behavior analysis that uses a
behavior
management system to understand what maintains an individual's challenging behavior
and how
to change it. People's inappropriate behaviors are difficult to change because they are
functional;
they serve a purpose for them. These behaviors are supported by
reinforcement in the
environment. In the case of students and children, often adults in a child‟s
environment will
reinforce his or her undesired behaviors because the child will receive objects and/or
attention
because of his behavior.

6.5 The Inclusive Classroom

An inclusive classroom is a general education classroom where students with and

without
learning differences learn together. Inclusive classrooms are welcoming and support
the diverse
academic, social, emotional, and communication needs of all students. When inclusion
is done
well, everyone in the class benefits. Inclusive systems provide a better quality
education for all
children and are instrumental in changing discriminatory attitudes. Schools provide the
context
for a child's first relationship with the world outside their families, enabling the
development of
social relationships and interactions.

Kids in inclusive schools learn that everyone has strengths and weaknesses. They
learn to
appreciate these differences and how to collaborate in order to accomplish something
and more
tolerance. Inclusive schooling teaches kids the value of another human being no matter
what that
person looks or sounds like. The teacher's role is not only to teach the subject but also
to provide
self-care training, preparation of teaching material according to the needs of the
disabled
children.

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6.6 Guidelines for Working with the Difficult Child

Guideline is refers to a general rule, principle, or piece of advice to give an overview of

how to
perform a task. When children are engaging in challenging behavior, interrupt, and
redirect the
child to the appropriate alternative behavior using minimal attention, discussion, and
emotion.
Your redirect should focus on stating what the child should or might do. It is recognized
that all
staff and care givers have a professional, ethical and legal duty to keep children
safe and to
protect them from possible sexual, physical and/or emotional harm. The Guidelines
aim to
promote a culture of continuous learning and improvement not only the welfare of
adults and
children, but also continuously identifies opportunities for improvement. The
following
guidelines are intended to provide information about your conduct in order to prevent
abuse or
unfounded allegations of abuse and prevent any accusations of abuse or improper
behavior.

• Never engage in any aggressive horseplay or sexually provocative games with

children,
even as a joke
• Do not ask kids to sit in your lap
• Do not engage in any physical activity if the child has asked you to stop
• Allow children to express affection on their own terms; do not request a hug or
kiss from
a child
• Never use any form of physical or emotional punishment to discipline a child or to
tease a
child
• Respect the child‟s need for privacy, especially in restrooms or changing rooms
 • Don‟t swear around children or make sexually suggestive comments, even in fun
• Don‟t ask children, particularly teens or preteens, about their sexuality
• Do not appear to favor one child over the others in your care
• Don‟t give special gifts or trinkets to just one child
• Do not offer to take the child home or on any special outings
• Don‟t tease children or use guilt tactics if they are setting their own personal or
physical
boundary with you

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• Be professional and maintain the highest standard of personal behavior at all

times; do
not smoke or drink alcohol when working with children
• Remain alert to any inappropriate actions of others
• Report any suspicions or criminal action as required by the law and by policy

6.7 Working with families and other experts

It's important that developing an open and honest relationship with the parents and
they know
that the child's well-being is being looked after by you. When working with parents and
carers,
it's important to recognize that families come from a diverse range of
backgrounds. These
differences can leave them feeling alienated from the school and its operations. The
willingness
and ability of parents and carers to be involved can be impacted by how they are
approached and
engaged by the school. It's also important that you are mindful and respectful of
diversity.
Implement engagement strategies that help everyone feel empowered to advocate for
the student
and be confident that their concerns will be heard. Effective communication
builds
understanding and trust. When you and parents or carers understand and trust each
other, you'll
all be better able to work together to support children's wellbeing and development.

What is to consider?

 When meetings or engaging with parents and carers, it is better to consider:

• Providing parent/carer(s) with accessible information about the purpose of the
meeting. This
includes advance copies of documents to be discussed and a list of who will be present
• Scheduling a meeting at a time and place convenient for both parent/carer(s) and the
school. This
makes sure that parent and carer needs and commitments, such as work or
childcare, are
accommodated
• if childcare isn‟t possible and young children are present at the meeting, make sure the
meeting
is located in a safe and appropriate space. For example, availability of toys or a safe,
supervised
area for them to play

• Make sure all key personnel have been invited and briefed on what is required of them.
This may
include outside support agencies

• Encourage parent/carer(s) to bring an advocate or support person

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• Make sure the meeting is free from interruptions, like phone calls, other students and
staff

• Make sure that parent/carer(s) are informed about the roles of meeting attendees,
including those
who have not been involved before

• Make sure a record of the meeting is made and distributed to participants. This may
include key
discussion points and areas for action

• In a timely manner, inform parent/carer(s) when immediate action needs to be taken and
etc.
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