Hi Everyone.
There is so much that does influence children's behaviors - families under stress, uncertainty over "the big germ" (what many children call COVID), and greater reliance on television and media for entertainment at home, rather than opportunities for genuine play. Many of the behaviors we observe in classrooms are reactive. These are times for educators to use consistency in routines and trauma informed practices, including monitoring the level of challenge and stimulation needed for each child, and modeling/supporting calming and soothing activities and interactions. This also includes helping children learn to express and manage feelings and teaching them how to get help and support when needed.
Adults have to check their own emotional responses to children and intentionally offer a safe, steady, consistent set of responses - using authentic co-regulation and support for skills, along with real redirection. I say "real" related to redirection, because the classroom must have meaningful and relevant materials and activities prepared that are genuinely engaging and appropriately challenging for children to be redirected "to." In order to redirect, there must be something children are genuinely interested in doing - materials and learning activities to explore that match their skills and interests.
In the observation work of my team, we often (even usually) see classrooms without adequate verbal and cognitive challenge, and without fine motor and gross motor activities that are individualized to adequately challenge and engage children. During COVID, many classrooms have cut back on the number and type of materials available and limited/restricted play. Many have removed soft materials and soft, welcoming spaces, which truly provide safety and comfort for children in group settings.
In addition, teachers need to evaluate the spaces and materials to see how children use them and whether these support the type of play in which children engage. And during play, teachers must observe carefully and look for children that are not engaged and seek to involve them in ways that they can be successful. Teachers can move towards revising their book area and book collections and spend individual time reading to children books that are engaging and meaningful - and then extending those themes and characters and activities/props into dramatic play. This takes time and planning. And we all recognize that this is challenging.
This is such a difficult time for everyone. It requires determination and knowledge to reorient the classroom spaces and learning goals so that children can engage in what we call "joyful learning." My heart goes out to teachers, families, and to the children as they navigate these challenging times. There are so many wonderful resources available through NAEYC that can offer practical ideas. I'm sending a shout out to all the teachers that are making the classroom work for children during an uncertain and often unsettling time.
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Marie Masterson
McCormick Center for Early Childhood Leadership
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Original Message:
Sent: 10-24-2021 06:18 PM
From: Lauren Stauble
Subject: Behaviors of Children in preschool
Hi Cynthia,
it sounds like you are referring to social skills. I think it would be helpful to recall the different ways that children learn social skills in order to brainstorm the best approach...
1. We know that children can learn social skills through modeling. I learned as a provider in my home that the children will speak to me exactly as I speak to them - they can hold up a mirror for us to see and hear ourselves. From then on I was extremely intentional about my choice of words and tried to phrase my communication in the way I prefer to be spoken to. It was an incredible experience for the children as well as myself.
2. Another way children learn social skills is by testing theories about what kind of responses result from certain words or behaviors - they are the original behavioral scientists studying us as well as other children all the time. When we are trying to change children's behavior we first have to change our own behavior. Children's brains have an incredible capacity for change and can usually do it in about two weeks as long as the adults are consistent. As adults our brains can still change but we have to work much harder than children do. Sometimes it takes so long for children's behaviors to change because the adults keep doing the same unhelpful behaviors in response to children's serves!
3. Some children have sensory processing challenges and the two approaches above may not be enough for them. They will need explicit instruction on appropriate responses. Sometimes all it takes is assuming their intention to connect or ask for space when they say something that we perceive as disrespectful and providing them a more pro-social phrase to replace it. For example if a child shouts, "Go away! I don't want to talk to you!" You can offer, "If you want me to go away you can say, 'I need some space, please.' Want to practice? Here, I'll pretend I don't know you want me to go away and you can say, 'I need some space.'" If you actually walk away when they say that then they will get the result they want and you will start to hear "I need space" instead of "Go away!". If a child doesn't greet people who speak to them then they may need some coaching for serve and return conversations. No matter which strategies you employ with children who need more refined coaching for social skills you must first establish trust with the child. No one will accept guidance from someone they don't trust.
I do think Nora's questions are worth considering in terms of classroom culture and the teacher's intention for cultivating a community atmosphere: "How are these environments organized? How are routines developed and consistently enforced? Are these environments developmentally appropriate for the particular age group? Are the adults respectful to the children? Have the parents been consulted?" I would add, have the teachers met to discuss some common values that they have for the learning community? Have the children been invited to help determine the social agreements in the classroom? If not, I recommend starting here.
I'm curious to hear about any strategies that you try and how it goes!
Sincerely,
Lauren
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Lauren Stauble
Consultant/Faculty/ECE Admin
Boston, MA
feelthinkconnect.com
Original Message:
Sent: 10-21-2021 09:53 PM
From: Cynthia Johnson-Reed
Subject: Behaviors of Children in preschool
Good Evening! I am curious to find out how many PreSchool and Early Childhood Care Providers and parents of children in PreSchool and early Childhood Care are experiencing disrespectful attitudes from Children? High disrespect towards adults? I have witnessed the tolerance level in children as young as 3 years old. Is there a collective solution to prevent these habitual behaviors???
Cynthia J. Reed
Glenside, PA
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Cynthia Johnson-Reed
Glenside PA
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