As educators, we ask ourselves why children are exhibiting strange behavior and what can I do help lead and guide children into appropriate behavior. There are many risk factors that can impact a child’s behavior. As educators and parents our goal is to encourage positive behavior that allows the child to thrive and be a success in learning. In this paper, I am going to discuss risk factors that influence behavior and strategies that teachers can use to help the child regain control over their behavior. Challenging behavior risk factors have been arranged into two categories biological and environmental.
A biological risk factor is defined,” as anything that impacts a child from the time the child was conceived and until birth, and begins with genes” (Kaiser & Sklar Rasminsky, 2012, p. 18). According to Kaiser and Sklar Rasminsky (2012), environmental risk factor is described as “the section begins with the child’s family-a child’s closest environment and moves outward through Bronfenbrenner’s (1979) ecological model which focuses on peers, school, community, and influences from society” (p.18). The risk factors that I am going to discuss in this paper that influences behavior is no parent involvement, poverty, and media (violence).
Parents are key components to a child’s life and development. As educators, we know that being a parent can have many challenges. Children should be important to their parents, but in some cases the child may not have a positive relationship or bond with their dad or mom. When a parent is not involved in their child’s life, education, or development or does not respond to the child in a warm and loving manner, the child may react with aggressive behavior.
“Research has determined that if parents wou...
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...an by that is we need to meet the child where they are in life, who they are, respect them as individuals, and redirect them into positive and appropriate behavior. When we promote the message to children that they are loved, valued, they develop a sense of belonging, as well as a sense of self that promotes a positive self-esteem.
Works Cited
Feeney, S., Moravcik, E., & Nolte, S. & Christensen, D. (2010). Who Am I in the Lives of Children? (8th ed.). Columbus, OH: Merrill. Morgan, A. (2008).
Kaiser, B., & Sklar Rasminsky, J. (2012). Challenging behavior in young children (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Lopez, E. (2009, December). Valuing families as partners. Early Childhood News: Developing Adults Working with Developing Children, 2(4). Retrieved from http://www.earlychildhoodnyc.org/pdfs/eng/Early%20Childhood%20News%202_4.pdf
While considering this assignment, I struggled to think of a child in my life or the life of
Recognize that children are best understood and supported in the context of family, culture, community, and society
Tan, C.S. (2007). Test Review Behavior assessment system for children (2nd ed.). Assessment for Effective Intervention, 32, 121-124.
Healthy families foster environments of safety and relationships that are grounded on trust. One major factor in healthy family systems is positive parenting. Both Brooks (2014) and Feldman (2014) advocated the authoritative parenting as being the most beneficial for growing children. Generally within this style of parenting, Brooks noted that these types of parents provide emotional security and build up self-esteem in their children. Clear Rules are given, but they can be somewhat flexible and can come with explanations if the children would want to discuss the reasoning behind the rule (Brooks, 2013). Feldman explained that the environment that these parents create by parenting in this manner exudes warmth and support. Another factor in healthy family systems is that they lay the foundations for positive growth. Because open communication with the children is a common practice in this family life, the children are able to strengthen their communication and social skills (Brooks, 2013). Feldman supported that fact and added that with an environment that provides a strong sense of security, children are better able to make and maintain lasting relationships. With the safe, emotionally se...
Decades of research proves partnerships between schools and families not only enhance children’s learning and achievement, it is also mutually beneficial to the families and educators. As an early childhood educator, my philosophy is rooted in establishing and maintaining a strong and effective partnership with families and communities that can help children and their families thrive. My approach focuses on effective communication between family and school, respect for diversity, and promoting learning at home.
However, the environment also plays a strong role in the modeling of a child’s behavior too. A child is influenced not only by the elements of their environment, but also by the actions of their peers and family members within their environment. Repeated exposure to undesirable behaviors of peers and family members will begin to “rub off” on a child. It’s always best to try to set a good example for all children because they are very impressionable.
James, A. (1998). From the child's point of view: Issues in the social construction of
Children, try to make sense of what is happening within the family while lacking a great deal of vital information. This process of figuring out roles and meaning unveils two themes. First, is the “need for meaning making” and the second is “sensitivity and caregiving”. The child’s
...lighted this feature because I value respect and feel that a very important aspect of working with children is engaging their families which invites opportunity for respect to be demonstrated. Dietze & Kashin (2012) explain the importance of engaging families when they state “Including the input of others is essential in a reflective practice and families have a right to be included” (p.411). In one of my placements I saw the positive impact that including a parent had on a young boy when his mother came in to read a story to the. The boy’s self-esteem seemed to increase and could be seen in the way that he beamed the whole time she was there. This experience highlighted to me the importance of family involvement in an early childhood program. These three highlighted statements all reflect values that are important to me and which are important parts of my practice.
At this stage, the child’s behaviour is also associated with Bronfenbrenner’s “bi-directional influences” (Paquette & Ryan 2015). For example, the parents may affect child’s behaviour and beliefs; however, the child’s behaviour also affects the belief and behaviour of her parents. Curriculum, teaching strategies and resources play main role in addressing children’s behaviour in learning environment (Conway, 2009). Implementing the appropriate strategies and developing positive relationship between educator, parents and other significant adult is very important for the child to understand a sense of belonging, identity and able to recognize herself as significant and valued (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014). Proactive and Reactive strategies can be utilized in guiding the child’s behaviour. The reactive approaches can be implemented after the child’s inappropriate behaviour that helps her to understand about ‘punishments’ and endeavor to stop her inappropriate behaviour (Conway, 2009). For example, “if you punch him
Children and Adults (2 ed.), Hoboken, NJ: John Wiley & Sons, pp. 428–429, ISBN 978-
Conduct disorder (CD) in children and adolescence is a serious matter that has major adverse effects to the child, to their parents, and to their entire community. This disorder is chronic and worsens overtime that forces the child into a life of risky aggressive impulses, pattern of destructive behavior, disregard for rules, regulation, and authority. Since CD is a condition that develops over a long period of time, children can carry the side effects of negative behaviors into their adulthood. CD is one of the most common diagnosed disorder among children and adolescence, and according to the Diagnostic and Statistical Manual of Mental Disorders (Mental health integration, 2009), “Conduct Disorder s repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated” (Mental health integration, 2009). At a young age, children with CD will have difficulties in school; learning, forming friendships, and become socially rejected by their peers. By the time the child is an adolescent, CD can stem into many other undesired mental concerns and disorders. An adolescent with CD will likely have numerous run-ins with the law, difficulties forming and maintaining relationships, and difficulty sustaining long-term employment. Some symptoms of CD is bulling, fighting, cruelty to people or animals, rape, vandalism, fire-setting, robbery, theft, and school truancy (Mental health integration, 2009). It is important to note that the average child and adolescent may act on one or two of the symptoms, and that is completely normal. It starts to become a concern when these symptoms are constant and repetitive.
As we have been learning this semester in class, the experiences and ecological settings in which a child grows up in are important in giving each child their uniqueness. According to Bronfenbrenner, the degree to which individuals realize their potentials and develop their abilities is determined by interactions and experiences (Berns, 2016). It is evident that these interactions and experiences can come from different sources. In order to understand how a child’s development is influenced by their environment, it is important to know how their biological, social, and psychological characteristics are shaped
The Species of the World. Neighborhood level and individual level SES effects on child problem behaviour: a multilevel analysis. Journal of Epidemiology & Community Health, 55(4), 246-250.
Behavior Modification and it Application to a Variety of Behaviors Within in an Educational Setting