Behavioural issues have always involved situations I approach with care and a topic I find very confronting and challenging. I consider addressing behavioral issues a challenge due to fear of the unexpected. Every situation is different and can unfold differently. A conflict resolution strategy that worked yesterday or with another child does not necessarily mean it will work so successfully the next time.
Tebyani, (2009), sees every situation as a 'teachable moment' where children can learn, develop empathy, understand the consequences of their behaviour and actions and build their own strategies for responding to challenging situations.
My experience dealing with and handling these situations have affected my confidence in the past. I know I am getting more confident and competent with coming up with fair, unbiased solutions. Learning and considering that a child's behaviour does not only affect themselves directly but those around them. This may include; another child who is involved, educators, director, other parents, the child's parents, the community and bystanders. From the child's perspective they may be experiencing a range of emotions including; desperation, anger, jealousy and pain. Parents and Educators may feel desperation to resolve the issues and at times helpless. Directors or Principals could experience embarrassment as they may feel the behaviour reflects the service or schools.
It is the day-to-day interactions that lay the foundations for the child's development of self, attitudes, values and behaviour patterns.
- NCAC 2009
Stonehouse (1988), explains that young children need to feel they have choices, some freedom, and some power and control over other people and over aspects of their daily experiences. I have started to put a real emphasis on giving children choices in addressing their own behavioural situations, often through the use of open ended questions. For example: 'Sally, instead of biting Harry, how do you think you might be able to have a turn of playing with the doll?'
The Sunday Mail states that research shows that the number of assaults by schoolchildren on fellow students in Queensland schools has risen alarmingly in the past year since 2008, as the State Government grapples with how to improve dismal literacy and numeracy standards.
Queensland police statistics obtained exclusively by The Sunday Mail reveal that violence in schools – both state and private – is at its highest ever, with girls among the worst offenders. Even primary schools were riddled with violence, with more than 130 attacks reported to police. I need to have the confidence to offer children with problem solving strategies and skills to assist in maintaining a happy, healthy and safe learning environment.
The Sunday Mail revealed that last month a six-year-old Year 1 student was suspended for taking a knife to the Southport State School and threatening to stab another classmate after an argument over a paper aeroplane. An Education Department spokeswoman said state schools had a "responsible behaviour plan" outlining expected standards and consequences of behaviour.
This mobile phone upload is scarey and I realise that this YouTube video involves older children, however these learnt behaviours, violence and lack of respect for fellow peers must have started somewhere at sometime for these children to be so aggressive. Which made me deeply consider the value of my role as an Early Childhood Educator and the value I must instill in young children to make them express themselves in a respectful manner.
Stonehouse (1988), states that: 'It is important to consider ways of encouraging children to take control of some aspects of their experiences in early childhood settings.'
I have found some clarification to my challenge:
The Department of Education Queensland defines unacceptable behaviour to include:
- refusing to participate in the education program
- refusing to follow instructions about conduct
- behaviour that disrupts or affects the learning of other students
- actions likely to be detrimental to the health, safety or welfare of staff or other students
- behaviour that causes or is likely to cause damage
- behaviour that is likely to bring the school into disrepute
Ways to resolve such behaviour and other behaviour issues can include:
Perry and Bussey (1984) suggest that strategies such as; remove stimuli that caused aggression and structure play to ensure edequite amount of resources are available. Settling disputes by example; by using controlled and reasonable approach. 'Mean what you say'. Reward behaviour that is incompatible with aggression.
Porter (2003), suggests that another way is to 'comfort the recipient'. This draws the attention away from the perpetrator; which gives them less attention.
By giving children opportunities, input and a voice they are less likely to lash out to hurt others or themselves.
Connor and Linke (2011), state that bullying often starts in the early years. The good side of this is that when children are young is the best time to be able to give lasting help to children who are bullying or are being bullied. Suggestions to tackle bullying and other pro-social behaviour to ask the child how they would like you to help them, teach your child to say 'stop' or 'I don't like that' and provide opportunities for children to build self confidence.
Tebyani (2009) state that adults need to support children by anticipating where they may have difficulties, preventing situations from occurring, reminding children of what they can do and creating a supportive environment which is inclusive and accepting of individual differences and capabilities.
In search of solutions to my challenge I reverted back to my Dimensions of Learning book. I found that Habits of Mind had some really relevant information to assist my challenge. I particularly found useful 'Notice and label student behaviour that demonstrates a particular habit.' This habit of mind suggests when you see students displaying a particular habit, use it as an opportunity to introduce the habit and acknowledge the behaviour. I applied this immediately to my teaching at the local child care centre and through positive reinforcement to students through the use of verbal praise, specific comments about their work and encouragement awards.
Habits of Mind explains the benefits of restraining impulsivity. I did not understand why any one would want to do this. Further research into the topic explains that this habit of mind actually teaches students to delay a decision of action until they have carefully considered the outcome. I did not realise this was some thing I could instill into children. To restrain themselves and self-talk to explore mentally, can save relationships, jobs and even lives. I thought this was very deep - too deep, however if children do restrain impulsivity, such as pushing another child into a pool, later to find out that child can not swim could save lives. I had not even considered this in my pedagogy.
I have started really implementing these solutions in my practice and aim to give children the tools to reflect and monitor their own behaviour and how it impacts others. I have also put an emphasis on; (NCAC, 2009) listening attentively to children, showing genuine concern and providing them with the option of voluntarily removing themselves from the situation/activity until they are ready to return. This has been very important to my learning and teaching as I can, at times, judge situations without fully investigating what has happened and hearing both sides of the story. This is an ongoing area I will have to address time and time again, but from this day forward with more skills and knowledge behind my practice.
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