Respond to a peer providing them with at least two developmental and/or educational interventions (e.g.- school-based social cognitive treatments) that are available to families with children with severe conduct issues or anti-social behaviors, as well as why these interventions would be effective. Lastly, provide a rationale that explains why early intervention is so important. 150 words or more.
What strategies will you implement for promoting growth in self-control (delaying gratification) and why do you feel these strategies will be effective?
It’s important that when the school year begins I start off with rules, simple rules such as, walking in the classroom, putting toys away, soft touches, and inside voices. It is also important to have a routine that helps children know what will happen next by using a visual schedule the children can see. One way to help with self-control is using a visual timer, this can be a sand type of timer or one used on the smart board for all children to see. Another way to help children wait their turn is to use a waiting list, put the child’s name on the list and let them know that their turn comes after the friends name before them. If a child is really having a difficult time the teacher can utilize this time to understand how the child is feeling, how difficult it is to wait, and reassure them how much longer they will need to wait. I know these strategies will be effective because I have used them in my classroom. The important thing is to do the same thing every day, and build trust with the children so they know you are helping them wait and will remind them when it’s their turn.
What strategies will you use to address the increase in reactive aggression in this age group?
As early as preschool years, some children show abnormally high rates of hostility, assaulting others, verbally and physically with little or no provocation (Berk, 2013). First I need to keep myself calm, breath, and not let myself get upset when children show aggression. I will provide a “safe place” that has a pillow, pictures about feelings, and squishy type toys to help the children distress. It’s important to know your children and what types of stimuli might cause them to react a certain way so that you can stop the aggression before it starts. Being a good listener and having meaningful interactions with the children so they can share their frustrations helps the children feel that I care.
What strategies will you use to address the increase in verbal aggression of this age group?
Reactive aggression in verbal and relational forms tends to rise over early and middle childhood (Berk, 2013). Again, keeping myself calm, breathing, and not letting myself get upset with verbal aggression helps me to help the child better. When I hear a child using verbal aggression I would take them aside and ask them if they are being helpful, or hurtful with their words. I need to learn what they are upset about and help them to use the right words, or give them examples of words that will help them sound less aggressive. Also explaining to the child how it would make them feel if someone was verbally mean to them. Reminding them that our classroom is a safe place and we don’t use that type of aggression, and help them find a better way to communicate with their friends.
How will you help children decrease aggressive behaviors amongst their peer groups?
Training parents in effective child-rearing techniques and teaching children alternative ways of resolving conflicts help reduce aggression (Berk, 2013). Communicating with families through conferences, emails, home visits, phone calls can help families know their child is either the aggressor or the one getting hurt. Helping families get the mental health intervention that can also help with parenting classes can help families to change their way of parenting and possibly stopping the aggression. Children who are products of strife-ridden families and harsh, inconsistent discipline develop social-cognitive deficits and distortions that contribute to long-term maintenance of aggression (Berk, 2013). Teachers can also use techniques in the classroom that will encourage kindness, such as noticing kindness and putting hearts on a “kindness tree”. Help the aggressive child with his words and feelings.
Be sure to include information regarding the age of the children you will be working with as well as in what capacity (director, caregiver, etc.).
I am a Program Coordinator working with 6 Head Start classrooms, I have been a preschool teacher for 23 years working with children 3-5 years old. I often sub in these classrooms, mentor the teachers, and help with children that show aggressive behaviors.
Lastly, using scholarly research from your text, discuss the benefits for children long-term when we can help them effectively develop morally relevant self-control.
Social-cognitive interventions aimed at improving social information processing and perspective taking are beneficial. The most effective interventions address the multiple factors that sustain antisocial behavior (Berk, 2013). By helping children in the early years of preschool ages 3-5 years we can help eliminate some of the aggressive behaviors later in life. Children with less improvement in their self-regulation during early childhood had higher levels of behavior problems during their first years of schooling (Sawyer, 2015). Preschool teachers have the opportunity to give children the skills to self-regulate and deal with aggressive behaviors by incorporating a classroom that promotes rules, routines, kindness, encouragement, and safety.
Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson
Sawyer, A. P., Miller-Lewis, L. R., Searle, A. K., Sawyer, M. G., & Lynch, J. W. (2015). Is Greater Improvement in Early Self-Regulation Associated with Fewer Behavioral Problems Later in Childhood?. Developmental Psychology, 51(12), 1740-1755.