Analyze actual behavior problems and guidance approaches in a setting where you know the children
Introduction
Behavioral problem is one of the challenges that parents, guardians, and the society faces as the child grows. Some of the main causes of violent or aggressive behaviors in young children include things like frustration, conduct and mood disorder, trauma, psychosis, and impulsiveness. At times, this compels a child to resort to violence as a way of enhancing self-defense. Despite that, it has been noted that such behaviors in a child decreases with time as he or she acquires new skills of handling their feelings (A study of association of behavioral problems with scholastic backwardness in urban lower middle-class school children, 2018).
Seemingly, children’s behavioral problems can end up becoming troublesome to the extent of threatening the normal relationship amongst children or just interfere with their intellectual, social, and emotional development. Therefore, in order to be able to comprehend and respond effectively, it is important to take into consideration about all that is likely to evolve before or after it (Melissa et al., 2011). The main significant aspects to any form of behavioral problem include antecedents or triggers, behaviors, and consequences.
- Describe the behavioral problem
Aggressive or violent behavior _ violent or aggressive behavior is a habit that is normal to preschoolers and toddlers. In most cases, some children turn out to be violent because they really don’t understand how to deal with their feelings or emotions in a socially manner. Other children have been noted to be perfectionists who meltdown quickly whenever things doesn’t work out as they planned them (Havighurst et al., 2013).
- Based on your knowledge of the children involved, state the problem cause
Due to the fact that children may at times lack the ability of expressing their thoughts in words, they end up lacking skills or means of expressing themselves. As a result of that, it becomes difficult for him or her to deal with their emotions and challenges. The inability of children to converse well and the little control they have over their feelings results into aggressive behaviors in them (Havighurst et al., 2013). Since the child is trying to know things at that age, he or she curious and eager to learn them. Always a child desires to experiment and repeat them even though told not to.
- Describe the adult intervention which addresses the cause
As far as the aggressive behaviors in a child is concerned, there are several means that can be used to assist him or her handle his feelings. First, it is important to reflect on the feelings of the child, empathize with him or her but ensure that you have made it clear to the child that kicking or biting, or hitting, and so on is not acceptable. Next, another possible way to react to aggression in a child is to yell or scream back at him or her (Melissa et al., 2011). The reason for that is because if you cannot respond that way, there are high chances of teaching him or her wrong staffs.
As an alternative, for example, other than resorting to physical aggression, it is important to teach the child phrases and words like “I don’t like it” or “I am angry”, and so on whenever he or she is upset. Most importantly, avoid giving the child physical punishment and be an excellent role model. It is also wise to reward positive and non-violent behaviors as a way of encouraging them to stick to the intervention given
- Describe the children’s response to the intervention
During the intervention process, it was probable that the children were willing to uphold the instructions given to enhance their social interactions. Unfortunately, their aggressive behaviors still existed with days because of their desire to imitate, curiosity to learn, and so on. For instance, other than being an impulse, biting and hitting appeared to be fun for them. The reason for that is because it is a way of seeking attention using aggressive behaviors (Havighurst et al., 2013). Likewise, it was difficult for them to keep on upholding the teaching given because they easily forget and resort imitating what they could have seen other children do and then copy them to their initial aggressive behavior.
Transition from one behavioral development is some that was difficult for children, particularly when they in the middle of something which they always like enjoying. Regardless of the warnings the children receives, it was hard for them to find a comfortable stopping place for any activity as well as make transition less burdened. This is what kept on limiting their chances of hearing, answering questions, remembers what they are being told, and so on (A study of association of behavioral problems with scholastic backwardness in urban lower middle-class school children, 2018).
Conversely, if a different cause is suggested, for instance, curiosity, it is important to be empathetic. As stated earlier, children do not bite or hit unnecessarily. It is, therefore, important to not only understand their feelings but also validate them. Although the child may not be willing to listen to your teachings at that time, talk to them once they cal down. This is what will assist in labeling their feelings and emotions (Melissa et al., 2011). This goes hand-in-hand with the need for articulating the reasons for the children’s anger as well as ensuring that they have understood them.
- Provide an analysis of the cause supported by professional resources and theories
Studies indicate that it is okay for a child to get angry. Despite that, if such an anger undesirable in case it ends up becoming violent in a child. Violent or aggressive behaviors in children are also perceived to be a learned behavior. There exists no yardstick for enhancing or boosting normal behaviors in children. The violent or aggressive behavior that a child develops with time is mainly dependent on emotional development, personality, age, and the environment that surrounds the child (Havighurst et al., 2013). Furthermore, the behavior of a child is perceived to be normal in case it is culturally, developmentally, and socially appropriate. In most cases, the behavior of a child can be considered to be normal even though it doesn’t meet the cultural or social expectations, but not harmful and age-appropriate A study of association of behavioral problems with scholastic backwardness in urban lower middle-class school children, 2018).
Course objectives
- Describe how the principles of child growth and development serve as a foundation for working effectively in guiding and shaping the behaviors of young children
The principles of child growth and development suggest that it is important to understand what typical learning and development at various ages is important as the starting point. According to research, it is this knowledge which assists us in predicting the type of experiences will boost learning and development in children (Melissa et al., 2011). What we always learn about a certain child is what enables us to refine our decisions about the way we teach and care for them.
- Demonstrate an understanding of cultural approaches to child guidance
As far as the principles of child growth and development are concerned, recognizing what is culturally important is what serves as the basis for dedicating our efforts in shaping children’s behavior. There is the need of understanding the family background of the child so as to be able to learn and understand the factors, expectations, and values that assist in shaping their lives not only at home but also in their societies (A study of association of behavioral problems with scholastic backwardness in urban lower middle-class school children, 2018). It is this background information which assists us to provide respectful, relevant, and meaningful learning and developmental experiences to each child and their family as a whole.
- Identify possible program adaptations to provide an appropriate program for all children regardless of needs and abilities
It is important to develop and implement various programs aimed at assisting children deal their behavioral problems. In the process of adapting to these programs, it is important to assist parents in strengthening the various skills they require in creating a supportive and stable environment with predictable and consistent routines (Melissa et al., 2011). Likewise, by regularly observing how children play and interact with other and their physical environment, it will become possible for us to learn about the developmental progress, different abilities, and interests of each child.
Conclusion
In most cases, a child looks up to his or her parent or guardian to understand how he or she controls their emotions or impulses. Therefore, instead of raising your tone, it is important to lower your voice so as to enable the child to calm down. Additionally, it is important to inform the child about what the consequences could be in case he or she turns out to be violent. Instead, it is recommended to tell the child what to do through giving them alternative means for controlling their feelings.
References
A study of association of behavioral problems with scholastic backwardness in urban lower middle-class school children. (2018). Industrial Psychiatry Journal, 27(1), 92–95. https://doi.org/10.4103/ipj.ipjpass:[_]25_18
Havighurst, S., Wilson, K., Harley, A., Kehoe, C., Efron, D., & Prior, M. (2013). “Tuning into Kids”: Reducing Young Children’s Behavior Problems Using an Emotion Coaching Parenting Program. Child Psychiatry & Human Development, 44(2), 247–264. https://doi.org/10.1007/s10578-012-0322-1
Melissa Stormont, Wendy Reinke, & Keith Herman. (2011). Teachers’ Knowledge of Evidence-Based Interventions and Available School Resources for Children with Emotional and Behavioral Problems. Journal of Behavioral Education, (2), 138. Retrieved from http://165.193.178.96/login?url=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsjsr%26AN%3dedsjsr.23883647%26site%3deds-live
