Positive Child Guidance (Managing Challenging Behaviour – Tantrums and Biting)

Focus It is important to dream up that al or so all new-fashioned squirtren dis exercise stages of in beguile or intriguing conducts a lot(prenominal) as barbellate, tantrums, clinging or hitting at non-homogeneous multiplication in their ontogeny. These demeanours atomic number 18 usually short-lived and typically rectify with guidance and age. There are whatever infantren, however, whose contest behaviours whitethorn addition and chair in injury to self or others, ca manipulation damage to property, interfere with acqui call up new skills and/or social isolation.This root word investigates the possible ca uses for challenging behaviors (focusing primarily on tantrums and mordacious) in infants, toddlers and young pip-squeakren and irresponsible child guidance strategies that are important as the basis for intervention and prevention. It is important to step in in such a style that confiscate, pro-social behaviors are taught, modeled, and reinforced to ensure long success. 18 June 2011 J M Badenhorst-Awasthi ID 20090950 psychiatric hospital On average slightly 10 % of children younger than five display challenging behaviours (Tremblay, 2000).There has been an increase of children exhibiting challenging behaviours serious exuberant for parents and learners to get concerned about disrupting family surgical accomplish and classroom routines (Powell, Dunlap and Fox, 2006). It is necessary for parents and teachers ( hand close tos) to work collaboratively in identifying causes of challenging behaviour and implementing relevant positive child guidance strategies that go forth drive pro-social and acceptable behaviour (Kaiser and Rasminsky, 2003). Pro-social / Acceptable BehaviourConroy and brown (2004) luxuriouslylight the following skills or pro-social behaviours that children should break before the age of five (on average) acquire along with others Following directions Regulating and identifying emotions dispute resoluti ons / solutions Persisting on a line of work Engaging in social conversations conjunct play positive(p) baby management PCG An increasingly familiar term in the field of Early Childhood fosterage is Positive Child Guidance. PCG techniques, kind of of Punitive Discipline Techniques are endorsed by experts as the best delegacy to react to challenging behaviour (Flicker and Hoffman, 2002 Miller, 2007).PCG is a process wherein adults use certain strategies, e. g. creatoring, giving choices, problem-solving, dialogue and redirection, when dealing with challenging behaviour (Miller, 2007 Porter, 2003). challenging behaviours (e. g. tantrums and biting) are seen as an opportunity for negotiation, use up and resolution, kind of of something that requires children to be disciplined or punished for (Berk, 2006 Miller, 2007). Factors that influence challenging behaviour According to Flicker and Hoffman (2004) there are various component ins that influence challenging behaviour ? ? ? ? ? Emotional boredom, anxiety, low self-esteem, fear, overstimulation Family sibling rivalry, divorce, national violence, abuse Classroom overcrowding, too much clutter, excessive noise Physical hunger, fatigue, illness, contaminating nappy Learning knottyies speech and speech, conduct/ADHD Environmental poor housing, poverty, residential area violence Before deciding on the most military unitive guidance strategy it is very important for adults to consider the ( capability) contri providede factors. PCG is not a one-size-fits-all approach.It involves developing a close, trusting relationship with the children and parents and individualizing approaches (Kaiser and Rasminsky, 2003). TANTRUMS Definition A tantrum / temper tantrum is an activated outburst, usually associated with children that are in unrestrained distress. Typical characteristics are crying, screaming, defiance, anger, stubbornness, ranting, resisting attempts to be pacified and somemagazines hitting o r kicking (Kaiser and Rasminsky, 2003). Tantrums most commonly drop dead when children believe (wrongly or rightly) that their wants (not necessarily their needs) are not being met (Ministry of Education MoE, 1996).Typically tantrums go forthing make pass in children elder in the midst of 16 months and ternary / four days (Berk, 2006). Influencing Factors The physical surround whitethorn affect young childrens behaviour, e. g. inadequate space, noise levels and traffic patterns in the classroom (Miller, 2007 Strain and Hemmeter, 1999). Classroom schedules and routines may be a factor. Children need routines but with some flexibility. It is often the transition times that prove most problematic (Miller, 2007).Children big businessman learn (after the get-go tantrum) that it is an efficient way to get what they want and therefore maintain repeating this behaviour (Kaiser and Rasminsky, 2003). Tantrums talent occur when a child wants a make for that is being used by so me other child ( green-eyed monster) (Conroy and Brown, 2004). Often tantrums will happen when an adult says no to a child e. g. when changing or leaving an occupation or fun place (e. g. when its time for tea / lunch) or when awaited to do something they put ont want to do (e. g. cleaning up) (Tremblay, 2002). A CNN Health identify concluded that there are neurological influences for tantrums.The prefrontal cortex, (part of the brain), which is responsible for emotional and social regulation is not yet certain in children and they are therefore less(prenominal) equally to have the required skills to carry off a more than(prenominal) controlled behaviour (New emancipation Commission on Mental Health, 2003). Positive Child Guidance Strategies Teachers should make use of observations to establish which factor(s) is/are influencing tantrums. Only by understanding the factor potentiometer appropriate strategies be applied (Miller, 2007). There should be minimal disruptive tra nsitions and fair warn before it occurs.Ensure children know the routine. Teachers should model and acclamation appropriate behaviour (Miller, 2007). Adults should not fall apart up / give in when a child has a tantrum. Children exponent learn that a tantrum is an effective and ready means of acquire what they want. Other children might learn and copy this behaviour (Alter and Conroy, 2006). wakeful planning is very important. Teachers should identify potential triggers and formu youthful solutions in advance (MoE, 1996). Children with a tendency for tantrums should be come alongd to do relaxing activities such as irrigate play, play dough or the sandpit.It is improper to expect toddlers to sit for long periods of time or to engage in extensive conclave activities. It is better to arrange short, pursue mat times and small group activities (Slee and Hemmeter, 1999). It is important to have enough wagers so that all children have an opportunity to play at the same time. Some centres will deliberately have less toys to encourage problem-solving and negotiation skills. Through observations teachers should identify high interest toys and possible tantrums (Kaiser and Rasminsky, 2003). BITING Definition acidulated is a distressing and common behaviour for children aged between fourteen months and two years (Kaiser and Rasminsky, 2003). Influencing Factors Probably the most common factor for biting is that children of this age are forestall when they are unable to use address to communicate their needs or wants. Toddlerhood is a time of strong emotions and few words. It is a time of many changes and the feelings (coupling these changes) heap sometimes lead to biting (Berk, 2006). Changes that bring about strong emotions and stress displace makes children more prone to biting, e. g. otty training, transitioning to a different room (age group in the centre) or a new sibling (Conroy and Brown, 2004). Sometimes infants and young toddlers might bite when they are teethe. Biting eases the irritation and infliction of grow (Berk, 2006 Kaiser and Rasminsky, 2003). ache and thirst could also be an influencing factor (Berk, 2006). Infants use biting and sucking as a means of exploring and making wizard of the physical world. Most objects (that is big enough) will go into an infant/ toddlers mouth (Slee and Hemmeter, 1999). Sometimes children bite when they truly want to kiss someone (Conroy and Brown, 2004).Biting may occur when children are seeking prudence. This behaviour mostly causes disturbance and focuses the adults attention on the child who bites. Children could also investigate / experiment the cause and effect of biting seeing / testing what will happen when biting (Conroy and Brown, 2004). Positive Child Guidance Strategies It is important for adults to talk to the child and acknowledge that these changes can be difficult and give the child the opportunity to channel their feelings appropriately (Berk, 2006 Alter an d Conroy, 2006). Teachers can ask the parents if the child has a favourite teething toy.For toddlers a teething ring / toy can be pinned to their fit out (attached to a short string) and older children can carry a toy in their pockets. Adults should encourage children to use it when they feel like biting. Some children are comforted by a frozen teething toy as this numbs the area and eases discomfort more. For infants and toddlers the adult can wet a material and put it in the freezer. The child can easily suck and chew on this (Kaiser and Rasminsky, 2003). Toddlers and young children should not go for more than two hours without food.It is also important that adults on a regular basis offer children liquids as well. To ease late morning tendency of biting adults can offer a mid-morning snack that is crunchy and tough such as pretzels, rice goofy or biscuits (Slee and Hemmeter, 1999). Adults should ensure that the objects that infants play with are not small enough to swallow. T o measuring the size of objects try fitting it deep down a toilet paper roll. If it fits indeed it is too small. Adults should ensure that appropriate teething toys are available (Slee and Hemmeter, 1999). Teach children the appropriate way of showing affection.How to kiss or hug can be taught. Children should first be taught to consider whether children want a hug or kiss. Adults should teach children to pick up to the words that people use when they dont want to be kissed (Conroy and Brown, 2004). To teach the child who has bitten empathy get him/her involved in calming and caring for the person who was bitten (e. g. getting an ice pack). If they see the obvious pain and discomfort and adults asking prompting questions it might discourage a child from biting again (Porter, 2003). Factors and Strategies for both Tantrums and BitingThere are some factors that may lead to both tantrums and biting which include boredom or defeat when children are not adequately tenanted with pee rs, teachers or materials and activities in the centre or at home. Adults should ensure that the materials and activities are engaging, challenging and entertaining for all ages and stages of development. Children should be given up a choice of activities which may asperse boredom or frustration (Porter, 2003). Feelings of jealousy or the need for love / attention could also cause tantrums and biting. It is important that adults address each child equally and fairly.Adults should be consistent in PCG strategy so children can know the boundaries, expectations and acceptable behaviour (Flicker and Hoffman, 2002). . There is a relationship between phrase inefficiency and challenging behaviours. Children with a language inability will often use tantrums or biting (although inappropriate) to communicate their needs (Hemmeter and Ostrosky, 2006). Hyter (2003) suggest that adults should help develop language skills through songs, repetitions and reading books (See Appendix C) so that c hildren can express themselves verbally instead of resorting to tantrums or biting (Porter, 2003).Conclusion This report highlighted various factors that influence challenging behaviour (tantrums and biting). For this reason adults (teachers and parents) should work collaboratively in identifying the influencing factor(s) and applying the most effective and appropriate prevention and intervention strategies to increase compliance and the childs development of self regulation and appropriate pro-social behaviours (Berk, 2006 Fox, Dunlap and Cushing, 2002 Kaiser and Rasminsky, 2003 Miller, 2007 ).