Review Behaviour and recommend behaviour management techniques-Child

Summary of Recommendation and Evidence

Population	Recommendation	Grade (What's This?)
Screening of both Genders	This screening is recommended for children.	B

Overview

Children's behavior is largely determined by the physical and human environment. Program structure and curriculum are two of the most effective areas for guiding behavior. These areas are designed with schedules, routines and guidelines to effectively utilize the children's time and physical space within the learning environment. The primary goals of guiding children's behavior include:

Promoting co-operation and social development.
Encouraging autonomy through active participation in all routines and program areas.
Setting clear and consistent expectations and limits for the children.
Anticipating potential problems coupled with early intervention by staff.
Addressing unacceptable behavior to the specific child before it becomes a larger issue.
Positive redirection and positive reinforcement.

Why do Children Misbehave?

One of the most common reasons a child misbehaves is because he or she is not getting a need met.

Reasons for Misbehavior

Undue Attention
Misguided Power
Revenge
Assumed Inadequacy (giving up)

Keys to promoting positive behaviour

Prevention is better than cure

Make sure your expectations are clear and well matched to the child’s age and capacity. Keep the emphasis positive, try to catch them being good and be sure to show you appreciate when children do what you ask.

Be firm but fair

Making rules and setting limits helps children understand what is expected of them. Set reasonable and enforceable limits and follow through consistently. Being consistent is easier when you focus on the things you think are most important.

Keep cool

Avoid getting into power struggles that inflame emotions. Recognize your own triggers and use strategies for cooling down, such as walking away and discussing the issue later when you are calm. ‘Time out’ for parents and carers, when you take time to relax, can be a very important strategy for managing your responses to cope with and build positive family relationships and discipline issues.

Common Behaviour Problems

Aggressive Problems

Hitting
Biting
Throwing Objects
Hurting Others

Antisocial Problems

Using Inappropriate Language
Name-Calling

Disruptive Problems

Disrupting Group Time
Running Aimlessly Around the Classroom
Shouting in the Classroom
Dropping Objects to Create Noise

Inappropriate Expression

Excessive Crying
Pouting
Whining

Positive and supportive environments for learning

Building strong parent/carer-child relationships

Discipline techniques are most effective when children feel cared for and know that their needs will be met.

Strategies for building skills and strengthening desired behaviour

Safe Hands, Safe Feet: A child should always feel safe at the Centre and act in a safe manner. This includes ensuring that children's bodies are safe; feelings are safe; thoughts, ideas and words are safe and the work they do and materials used to do it are safe.

Praise/Positive Reinforcement: The best strategy for guiding a child's behavior is to offer positive statements, a gentle touch or hug whenever possible before and after negative situations. Children seek approval from their caregivers and obtain a sense of pride and self-worth when positive behaviors and interactions are noticed and responded to.

Redirection: The first step in managing the behavior of a child is to ask yourself "Why is the child behaving in this way?”. Answering this may lead to a favorable solution for all. For instance, a child's inappropriate behavior may be due to:

Boredom – examine the program areas available; is there something that meets their individual needs?
Frustration – is the curriculum too challenging? Are they arguing too much with a friend? Look for an alternative activity that will meet the child's immediate needs: perhaps a quiet activity with a teacher or different friend. Alternatively, aid the process of the child telling their friend why they are upset. (Remember, children know the phrase "use your words”, but often need assistance in finding the words to say).

Set clear limits and consequences: If the child's behavior is continuing or escalating it is necessary to let them know what the end result will be. Indicate what you will do to help them if they cannot manage their own behavior. For example:

You will redirect them from the present area
You will find an alternate activity for them if they can't

This is reinforced:

In a positive, consistent and caring manner
As soon as possible after the behavior has occurred
As a way to assist the child to learn safe behaviors
To ensure the safety of the children and teachers
To protect the rights of others
To protect the building and equipment