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A child who is already mistrustful of adults needs to be helped to learn acceptable behaviors through gentle, not punitive, guidance (Watson & Swim, 2007). DEALING WITH SPECIFIC BEHAVIOR PROBLEMS As an early childhood teacher, you will encounter many behavior prob- ems in your career. We will examine two such concerns in this chapter. We will irst discuss children who are aggressive because such behavior is probably the one that most concems and ignites adults’ emotions, and then we will discuss children who are shy or uninvolved. Aggressive Children Children who exhibit aggression deliberately hurt others. It is their intent to hurt that makes the act aggressive, not just the fact that some- one was hurt, although the unobservable “intent” is difficult to assign. Because of this difficulty, intention is generally just one criterion in the definition of aggression; others include the antecedents of the act, its form and intensity, the extent of injury, and the role of both victim and perpetrator. ‘One thing that makes dealing with aggression so difficult is an ethical dilemma, the potentially conflicting needs of the total group for a reasonably safe and peaceful environment and the child's need for appropriate guidance (Feeney, 1988). Countless teachers who cope with is one way to discourage aggressive behaviors. 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Shy cd may eed ete ee Dae ae ga oy ainciseree through ahead of time how group size can be controlled (for in stance, only four children at a time at the woodworking table), position an adult next to a child who seems sensitive to the proximity of others during circle time, or plan circle time with smaller groups rather than all the children at once. Adequate amounts of equipment and materials can also help minimize frustration and potential aggression. Finally, another environ- mental problem that can lead to aggression is an inappropriate schedule, particulary if children are not given enough oppor- tunity to expend physical energy or if they are expected to sit passively for too long. TODDLERS WHO BITE. One especially difficult form of aggression com- mon among toddlers is biting. Some young children whose teeth are still erupting may bite out of discomfort. A teething ring or other toy on which they can safely bite can provide an appropriate alternative, ‘Toddlers may also bite in the process of exploration, out of curiosity: because they are bidding for attention and know that an adult will quickly attend to them if they sink their teeth into another child; in anger; out of frustration because of their limited verbal ability in conveying their needs; or as an expression of power, since their sharp litte teeth can be a potent tool with which to inflict damage (Gonzalez-Mena & Eyet, 2007). Toddlers are just beginning to learn the rules of socially accept- able behaviors, so reactions like biting should be expected. Because of their limited language ability, apologies should not be expected, Biting should not be condoned. Toddlers need to hear adults verbal- ize that biting hurts, thus modeling empathy for the victim's feelings, For very young children, probably the best deterrent to biting is preven tion, Careful vigilance, especially of children who have bitten before, is important. Written observation of the child can provide clues to what happens just before a child bites, time of day when the child bites, or ‘what activities tend to be associated with biting. Such clues will facil tate prevention. A group of researchers have posed a different perspective on biting by linking it to children’s oral motor development (Ramming, Kyger ‘& Thompson, 2006). “Viewing biting behavior as a toddler's develop- mental need for oral sensory stimulation is beneficial because it means: that families and educators can address problem behavior by adjusting food choices and offering appropriate objects on which to chew” (p. 22). ‘They suggest providing crunchy foods such as crackers, raw vegetables, and apple slices as part of a program of intervention. Shy Children ‘Most children experience shyness at some times in their lives, although some children can be characterized as basically shy whereas others are generally outgoing. 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Sys oq 01 puss oste sored Ae Je uuaipytp 25! ‘Sopey qeuauosata epnpaxd sasamoll 70H OP sSunpuy esau st waldvH>PART VI The Howof Early Childhood Education—Guidance people in the child's life; the most basic way to do this is through frequent, informal, positive contact (Gestwicki, 2010). When a problem behavior becomes a concern to the family, the teachers, or both, a trusting relation- ship that facilitates communication has already been established. ‘When parents bring up concerns about their child's behavior, i is helpful for you, as the teacher, to keep certain points in mind. For instance, never forget the depth of the emotional investment parents have in their children and acknowledge underlying feelings such as anger, defensiveness, or frustration. One underlying message may be a parent's need for reassurance that he or she is a good parent; when- ever appropriate, provide sincere feedback. Also recognize that families may have different values and beliefs about appropriate guidance; for instance, in relation to spanking, Acknowledge the parent's view non- judgmentally, while stating your philosophy. If suitable, you may use such an opportunity to help the parent explore an alternative method of guidance. In some instances, clarifying the parent’s misconception about child development can be reassuring and can help parents see a child's behavior in better perspective. While helping them deal with behavior concerns, itis also impor- tant to keep in focus the concept of guidance as an ongoing, positive process and to convey this philosophy. Let families know that your ap- proach to guiding children is primarily concerned with helping them develop inner control and self-direction rather than merely a matter of dealing with problems. Many adults think of working with children in terms of discipline; however, you can help families see guidance more broadly by framing your philosophy in terms of laying a foundation for lifelong patterns of creative problem solving, positive interactions, and concern for the needs of others. Consider the kinds of behaviors we expect of children. Examine workable philosophies of guidance, ¥ |A. These include the approaches of Rudolf Dreikurs, Thomas) Gordon, and the behaviorist B. Look at how to select a personal guidance approach. Consider definitions and distinctions among words related to guidance and discipline. Look at a variety of guidance techniques and when these are used most effectively. Consider where to draw the line between behaviors that fall within the normal range and behaviors for which professional help should be sought. . 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