Early+Childhood+Behaviour+Management+Strategies


 * //__Early Childhood Behaviour Management Strategies__//**

Aggressive behaviour is not uncommon in children and it difficult to ‘unlearn’ the behavioural patterns that were developed in earlier years. If this behaviour is not successfully managed in early childhood, it can lead to the child showing aggression through their life (Onsite Early Childhood Training). Aggressive behaviour can include:
 * Verbal aggression
 * Anger towards teachers and peers
 * Physical aggression towards teachers and peers
 * Physical destruction of property

Time out has been promoted as an effective way to manage disruptive behaviour as it provides a child time to think about their actions and space to settle down. Critics claim however, that this method does not teach children desirable behaviour but rather leaves that child feeling anxiety, rejected, alone or humiliated and this is more likely to increase other negative behaviours (Facts in Action, 2001).

An important key to successful behaviour management is consistency and repetition (Early Intervention Support). Stick to the rules you make. Make sure that students understand what is going on. Sometimes children can act out if they do not understand what they are meant to be doing. Be organised and aware of what you are going to change and adapt your teaching methods around the student’s success. Working as a team with other teachers and the student’s parents can achieve better outcomes.

However there will be times when additional support is needed from other professional. This can be to identify if there are any developmental changes and to explore different strategies. Managing behaviour takes time and energy and requires collaboration between staff and families. There are no quick fixes but the rewards are long term as you see the child increase their self esteem and grow (Onsite Early Childhood Training).

Onsite Early Childhood Training suggests these steps to provide positive management:

Take a step back and observe the child to identify the specific behaviours that are of concern. Through this action, it may be found that there are not as many poor behaviour patterns as first thought and strategies to manage the behaviour will become more effective.
 * What and Why?**

There are many and varied reasons behind behavioural concerns in students. these can include social changes, frustration, attention seeking, poor role modelling and learning difficulties. By determining why they are showing a particular behaviour pattern it can lead to a successful strategy to improve a student’s behaviour.

Before a strategy is to take place, you have to know the reason you want to change a child’s behaviour. Why is this behaviour of concern? Why do we want to change it? Each child has their own personality and a child who is loud and outgoing does not need managing, however if this child’s actions are disrupting others, it could be creating a stressful and disruptive environment.

After the behavioural concerns have been identified, it is important to adapt the environment or methods to help manage the behaviour. If the outgoing and loud child is creating a stressful environment indoors, perhaps have a lesson outside and with a teaching assistant.
 * Define goals, appropriate behaviours and strategies:**

List all the possible strategies and then use one or two at a time to determine the best solution. Each child is an individual and what works for one may not work for the other. Behaviour management strategies need to be varied and cater to each individual.

An example provided by Onsite Early Childhood Training for using these steps:

//Mark is 4 and has displayed aggressive behaviour when attending his preschool.//

//Identify the behaviour causing concern// //* Pushing peers during indoor play sessions// //* Growling at peers during lunch.// //* Yelling at staff and peers during group story time//

//Look for reasons behind the behaviour// //Using the step above, and being specific about the behaviours of concern has already highlighted a possible reason for the behaviours. As you can see, Mark’s behaviours tend to occur in large and confined social situations. Armed with this knowledge we can then target our observations to watching Mark’s social interactions, and may find little or no aggression when he is playing with one or two peers, or in the outdoor environment where there is more space. It also allows us to more effectively discuss the behaviours with Mark’s family, and look for reasons as to why he becomes distressed in large groups.//

//Some reasons may be a learning difficulty, a previous stressful experience (such as being lost in a crowd), or limited experience in child social settings. Further observation and discussion with the family may reveal the answer, or Mark may need further developmental assessment.//

//Reasons for wanting to change the behaviours// //* Mark is not comfortable and is not participating and learning to his potential.// //* The situation is stressful for staff and other children// //* The group sessions are disrupted// //* Lunch is not a positive routine//

//Behaviour goals// //Interestingly here, I am not going to be suggesting staff target the pushing, growling or yelling, as I believe these behaviours will lessen as we target Mark’s social interactions and the stress he seems to experience in large groups. Using the behavior of the growling at lunch, I would suggest a goal be set that Mark would be able to sit and talk with two peers and a carer during a lunch routine.//

//List possible strategies to support the appropriate behaviours// //We may work toward Mark sitting at a lunch table with his peers by first taking two other children and a staff member outside to have a picnic lunch. This seems to be a less stressful place for Mark. Other strategies may include Mum or Dad joining the first ‘outdoor picnic’ to reduce stress, asking Mark to choose the food, and having him help lay out the picnic. Slowly we would work toward mark happily eating indoors with the whole group.//

References:

Early Childhood Australia, //About guiding children//, retrieved from http://www.earlychildhoodaustralia.org.au/feelings_and_behaviours/promoting_positive_behaviours/about_guiding_children.html

Early Intervention Support, Behaviour Management Guidelines, retrieved from http://www.earlyinterventionsupport.com/parentingtips/behavior/behaviormanagement.aspx

Facts in Action, 2001, //In the Classroom: How Children Feel About Time Out//, retrieved from http://www.factsinaction.org/classroom/cljun01.htm

Onsite Early Childhood Training, //Aggressive Behaviour in Young Children – Steps to Positive Management//, retrieved from []