Remember to look to the websites of the institutions listed for additional resources on the

topic.
This course will consider the developmental cycle in which children come to form and
learn adverse behaviors.
There are moments in a child's cycle of challenging behavior which determine how
receptive they will be to external input.
It is common that, at the zenith of this cycle, that the child has radically misbehaved.
ow, it is here when the ma!ority of teachers will feel compelled to teach a social lesson
of some kind and tie the experience in to a bigger picture. "uch as #...use your words...#
or #...you need to share...#or #...you need to say you're sorry...# If these lessons are
analyzed, they are indeed relatable.
$owever, it is the timing of these didactic endeavors which renders them futile. This can
be attributed to the following reasons%
&. The bad behavior has already happened.
'. The child is at the height of the agitation, and thus will be unwilling to listen.
(. The extra attention the child receives may provide an incentive to repeat the behavior,
given how much the additional time and attention means to them.
). The arguably most important reason is that such social lessons should not only
transpire when such #red arrow# moments take place. The instructor should provide a
breathing space for these concepts to be put into practice in a safer, controlled
environment.
*hat are these effective practices and moments, however+
In &,,-, .r. /aroline *ebber0"tratton crafted a schema categorizing certain ripple effects
in a child's challenging development.
1ge '0This is almost universally the most physically aggressive age for most individuals.
2et, by '.3 years of age, when their language has a better comprehension, this generally
subsides. 2et, this is not always the case. *hat constitutes behaviors as challenging is
when it they become detrimental to the wellbeing of both the child and the parents. This
may ultimately break the will of the parents, and they will thus be coerced into
capitulation. This ends up perpetuating the cycle of a child's behavior. Thus, by the time
that they're age (, and are spending time in a preschool setting, they will manifest
themselves here, having been solidified while at home.
The parent's feeling of helplessness and failure will leave them to alienate themselves
from any potential support networks. 1dditionally, the child, making for unpleasant
company, will likely be ostracized by their peers. "tudies show that if there is not
ade4uate intervention by the age of seven, these social and emotional conditions for the
child will create anti0social behavior and academic failure. Thus, the child will have a
negative standing amongst a community of parents. This means that the parents of the
child themselves might begin to experience depression over their perceived
shortcomings, and thus will be more hesitant to reach out for help.
1dditionally, the sense of isolation that the child feels will also result in depressive
episodes. $owever, children externalize these feelings in a far different way than most
adults. Rather, they begin to act out in anger and engage in destructive behaviors.
1t a later age, these children will also form deviant form groups. Thus, the members of
these groups, lacking ade4uate social skills, will likely reinforce the negative behaviors of
their peers.
The best way to remedy these issues is, naturally, to provide positive behavioral support
in early settings. This helps to increase positive outcomes for all children. This forms the
base of the #Teaching 5yramid.# This entails the instructor coming to know the child, be
aware of their strengths and needs, and the initiation of fre4uent positive interactions with
that child on a daily basis. This means, above all else, that the teacher must indicate to the
child that they are in fact happy that they are there. This paves the way for relationship0
building behaviors between the parents.
The next section of the pyramid, #"upportive 6nvironments,# entails many pivotal and
important components of a classroom setting for the child's positive experience. This can
be reduced to something as simple as the physical arrangement for the children's learning
space. This also entails consistent routines and responses, structured transitions, and clear
expectations provided to young children prior to a #red arrow# moment. 1ll of these must
help to convince the child that they are loved and cared for.
"ocial and 6motional Teaching "trategies% physical arrangement, consistent routines,
structured routines, and resolution skills.
7inally, when all of this is in place, there are many fre4uent