USES POSITIVE INTERVENTIONS

MEASURES TO HELP CHILDREN CONTROL

THEIR INAAPROPRIATE

BEHAVIOR

ACCEPTING NEGATIVE FEELINGS

Anticipate the children's behavior and be prepared for them to be out of sorts, as you yourself are from time to time.

Once you acknowledge that negative feelings are a natural part of young child's growth and development, you will be able to take the next step more readily, that is accepting these feelings.

Accepting a child's negative feelings help to diffuse them.

You need to stay calm and respond to the child in matter-of-fact tone of voice.

HELPING CHILDREN VERBALIZE NEGATIVE

FEELINGS You need to help children express their

negative feelings in an acceptable manner. Helping them find a harmless way to express these feelings diffuses them

Verbalizing feelings

BOOKS AS LEAD-INS TO VERBALIZING FEELINGS

For the youngest children who do not know enough words to express their feelings, you can read them a book about children expressing their feelings in words when the time is right.

The Bad Mood (Petz, 2004)How are you Peeling? Foods with Moods

(Freymann,1999) I Fee! Happy and Sad and Angry and Glad

(murphy,2000)That Makes Me Mad! (Kroll,2002)The Way I Feel (Cain, 2000)When Sophie Gets Angry---Really, Really Angry

(Bang,1999)Yesterday I Had That Blues (Frame,2003)

REDIRECTING INAAPROPRIATE BEHAVIOR

A classroom activity may help him calm down and regain control.

Water play is an especially soothing activity. Clay and dough are also excellent for children to use in

working out frustrations. Finger painting also helps the children release

negative energy.

NO TIME-OUT CHAIR

The time-out chair is out in many classrooms today, as far as positive intervention methods are concerned.

It was no supposed to be a punishment, just a time-out for disruptive children to calm down.

Sit with out-of-control children until they calm down.

GONZALES-Mena and shareef (2005)

Time-out a chair a gift for children who need to get away

from the group to control themselves, another

responded, “its not a gift, it’s a punishmet!

Out-of-control children

It mean holding a crying child on your lap or sitting close by. It may mean waiting quietly until he feels better.

Out of control children is usually futile and often provokes further outbursts from them. What they need is the time and space to recover their control.

INTERVENING IN INTERPERSONAL

CONFLICTS Child development researchers have discovered that more than 90% of the interpersonal conflicts that occur in preschool programs involve squabbles over possessions. Young children with their self-centered point of view often start out by thinking that the toys and activities in the classroom are for them alone.

It takes young children a great deal of time and much hands-on experience before they can learn to share and take turns with their classmates.

One of the most effective forms of intervention is known as “conflict conversation”.

When they are calm enough to talk, ask each to tell you What happened. Accept whatever they say. Then ask each to tell how they think the other child feels. Finally, ask each child to tell what would make the other child fell better. Conflict conversation like this helps each child look at the conflict from the other childs point of view, something quite different for them.

POSITIVE REINFORCEMENT Helps the teacher focus attention on a childs desirable behavior and

ignore the inappropriate behaviors. Teachers frequently focus on inappropriate behavior because it is so

attention getting. The disruptive child is frequently crying out for adult attention, even if

it means punishment. A response of any kind leads a child to believe, “if I do this, they will

pay attention to me”. Therefore, we must shift our attention from undesirable to desirable

behavior. Make a list f a positive behavior that a disruptive child exhibits during

the day t accomplish changes of yourself and to a child.

FOCUS ON INJURED CHILD NOT ON AGGRESSOR

When things get out of hand and one child hurts another, you first concern should be for the injured child rather than the aggressor.

Tends to reinforce the aggressors misbehavior by giving her the first attention.

To respond to the aggressor as soon as he or she displays positive behavior.

The child does no seem to know, you might try using puppet role plays. As Adams and Wittmer (2001) “puppets can be used to role play

problems common classroom situations or in response to actual conflicts.

When using puppets in on child the teacher can play the role of the one conflict and the child the role of the other child.

The teacher and child cant handle it. discuss what happened, what caused it and how the puppet handle it.

MODEL APPROPRIATE BEHAVIOR

CHILDREN LEARN A GREAT DEAL BY EXMAPLE. YOU NEED TO MODEL THIS BEHAVIOR. YOU NEED TO EXPRESS YOUR OWN FEELINGS TO THE

CHILD. YOU ALSO NEED TO MAINTAIN YOUR SELF-CONTROL. THEY LOOOK TO YOU TO MODEL THIS CONTROLLED

BEHAVIOR.

“ADULTS WHO ARE MOST EFFECTIVE IN HELPING CHILDREN TO MANAGE ANGER MODEL

RESPONSIBLEANGER MANAGEMENT BY ACKNOWLEGING, ACCEPTING, AND TAKING RESPONSIBILITY FOR THEIR OWN ANGRY FEELINGS AND BY EXPRESSING ANGER IN

DIRECT AND NONAGGRESSIVE WAYS”.

MARION 1997