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Children’s Challenging Behaviors

All children engage in challenging behaviors from time to time. As adults, we can help children learn new and better ways to communicate their wants and needs instead of using challenging behavior.

These can vary depending on who is encountering the behavior. To a parent, whining may be viewed a challenging behavior, but to a child care provider, the whining indicates that the child is communicating a want or need. The provider may see other behaviors as challenging (such as hitting), but easily tolerates whining.

挑战性的行为对于儿童和成年人来说都可以耗尽。防止发生的具有挑战性的行为是理想的。在第三课中，您了解到日常时间表和可预测的例程如何促进积极的指导。您还了解到，了解儿童发展的各个阶段有助于您知道哪些行为是适合的，哪些行为不是。

Children’s behavior is a form of communication. Adults have to think about what a child may be trying to communicate by engaging in a challenging behavior. The adult must think about what may be behind the child’s behavior and take the time to understand how to help the child learn better forms of communicating. Parents must be involved in helping you change children’s challenging behavior. It is not something a child care provider can do without parent input. Changing challenging behaviors can be difficult if a child has learned to obtain adult or peers’ attention or preferred items (e.g., toys, candy, etc.) by using these behaviors.

记录和最大限度地减少具有挑战性的行为

了解孩子交流,它是important write down information about when the challenging behaviors occur. Keep a notebook or an index card handy so you can jot down what happened before, during, and after the challenging behaviors. In the Explore section of this lesson, there is a helpful tool to help you detail the behaviors you observe. You may be able to see a pattern that tells you what triggers the behaviors. Having written documentation over time can help you share specifics with parents and work with them to find ways to decrease a child’s challenging behavior.

伊利诺伊州早期学习项目提示表，狗万app怎么下载Helping the Often-Angry Child描述提供商可以采取的行动帮助孩子学习如何管理他们的情绪并尽量减少具有挑战性的行为：

提供有关儿童行为的反馈

In your daily interactions with children you should strive to provide them with specific feedback about their behaviors. Cases of positive feedback should outnumber cases of negative or corrective feedback. Educational researchers recommend a ratio of five positives to every one negative comment or correction (Walker, Ramsey, & Gresham, 2004). The table below provides examples of nonspecific and specific feedback.

Examples of non-specific feedback:	相反，你可以说：
Good job.	You worked hard on building that structure.
那是不对的。	Can you try it a different way? Let’s look at this other puzzle that you did.
I like your drawing.	You used red, blue, green, and purple. It’s so colorful!
你太聪明了。	You stuck with that problem and figured it out.
I like the way you’re listening.	Joni has her eyes on me and her hands in her lap.

在上面的例子中通知，还强调描述孩子正在做什么以及他或她的努力而不是能力（例如，聪明）。这些消息，如这些帮助孩子持续存在挑战的任务或情况，并帮助孩子源于工作或善行的内部满足，而不是不断寻求外面的批准。

重定向

When a child engages in a challenging behavior, you must be responsive and prepared to provide the child with acceptable alternatives.

重定向means providing an acceptable alternative to problematic behaviors. Consider these examples:

Instead of saying:	说：
Stop hitting.	用温柔的手像this.
Stop splashing water out of the water table.	Please keep the water in the table.
做n’t yell.	Use an inside voice please.
Quit fighting.	你怎么能解决这个问题？
不要讨论我。	Listen please.

Helping Children Learn to Resolve Conflicts

尽量减少具有挑战性行为的另一种方法是教导解决冲突的技能。成年人可以教育学龄前和学龄儿童，以万博体育全站app解决平静，和平方式的差异。能够解决问题和解决冲突的儿童和蔼可亲地有更多的朋友，更有可能被同龄人选择。孩子们可以学习如何在不伤害他人的情况下谈判 - 这是一个能够在整个生活中帮助他们的技能。

As a family child care provider, you will need to support children as they learn the conflict-resolution process. For younger children, you will have to be their voice to help explain what they want to an older child. You will serve as a facilitator, and your presence during the conflict-resolution process will help children feel safe and secure as they learn to mediate their own problems.

When children have decided on a plan to resolve a conflict, you will still need to be there to support them in following their agreed-upon plan. You can help them write down the plan and refer to it if they forget their decision. Reading stories that involve characters who solve conflicts peaceably can help children learn problem solving skills that will serve them both at your home and in other settings.

See

以下视频显示了托儿提供者如何教孩子如何解决冲突。

Conflict Resolution

可能影响儿童行为的军事家庭的独特情境

军人家庭的孩子可能会遇到许多more life transitions, moves, and separations from parents. Children may engage in challenging behavior when these types of unique transitions occur. It is important to provide children with loving, responsive care during these difficult times.

不幸的是，军事家庭的孩子也可能会遇到父母或重要成年人的死亡。请确保您有资源，孩子和家人可以帮助孩子应对哀悼。学about installation resources, community resources (e.g., programs for grief counseling, school-based social workers and counselors, etc.) so you can be prepared to support a child who may be experiencing stress, anxiety, and fear due to loss or separation from a loved one.

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与挑战行为的家庭沟通

It can be difficult to start conversations with families about their child’s challenging behavior. Some parents may truly never see their child behave the way you describe him or her because children may act very differently in different settings. To be able to have difficult conversations, you must first build a trusting relationship with the family. Jodi Whiteman of Zero to Three describes three practices that help with those difficult conversations:

与家庭建立关系需要时间和注意力。拥有一个家庭的信任使得在解决儿童的挑战性行为时更容易努力。解决孩子的挑战性行为采取团队努力（家庭育儿提供者和父母）。万博体育下载官方网站在线资源可以有助于学习策略来尝试使用特定的孩子。狗万app怎么下载孩子们包括在一起（套件）计划也可以是解决具有挑战性行为的思想和技术的宝贵资源。

Sometimes, finding solutions extends to collaborating with professional personnel from community agencies and schools. As a family child care provider, you can create and share a resource list of local and installation services that may be helpful to families in addressing children’s challenging behavior. Your careful attention to addressing children’s challenging behavior will leave a lasting impact as each child in your care grows and develops into a caring, emotionally secure individual.