We’ve been thinking a lot about how administrators of early childhood programs and schools can support staff, families, and children when challenging behavior appears.
Directors, supervisors, head teachers, principals–whatever they may be called–have a crucial role to play in enabling children with problem behavior to succeed.
Read all about it in our article, “Challenging Behaviors: How Directors Can Help,” in the November-December 2018 issue of Exchange magazine.
Do you have tips for supporting the people in your program in this situation? We’d love to hear from you.
We’re back! We’ve been away far too long, working on other projects. Barbara has been traveling, giving keynotes and workshops in New York City, Rhode Island, Connecticut, Dallas, Pennsylvania, New Brunswick, and—lucky Barbara—in Auckland, New Zealand. Where is she going next? Check out her upcoming gigs here.
Barbara also presented a webinar called “Out of Control Children: A Team Approach for Early Educators and Families” for Early Childhood Investigations. If you weren’t one of the more than 4000 people who signed up, you can access the webinar here.
Miss Night’s marvelous musings
Now that we’re blogging again, we’ll share some of the exciting new research and strategies we discovered while we were writing.
First of all, we want to alert you to two powerful blog posts published this winter. You may have seen at least one of them because it went viral, so far receiving more than 2 million views, 1000 comments, 100 requests to share it in school and agency newsletters, and 6 translations. The author is Amy Murray, better known as Miss Night, who in real life is the director of early childhood education at the Calgary French & International School in Calgary, Alberta, Canada.
Her post, “Dear Parent: About THAT kid…,” appeared on November 10, 2014. It begins:
“I know. You’re worried. Every day, your child comes home with a story about THAT kid. The one who is always hitting shoving pinching scratching maybe even biting other children. The one who always has to hold my hand in the hallway. The one who has a special spot at the carpet, and sometimes sits on a chair rather than the floor. The one who had to leave the block centre because blocks are not for throwing. The one who climbed over the playground fence right exactly as I was telling her to stop. The one who poured his neighbour’s milk onto the floor in a fit of anger. On purpose. While I was watching. And then, when I asked him to clean it up, emptied the ENTIRE paper towel dispenser. On purpose. While I was watching. The one who dropped the REAL ACTUAL F-word in gym class.”
To read the rest, click here:
Inspired by Miss Night
The second powerful post comes from a parent—one who identified herself as “that” parent. Using her own experience in British Columbia as a springboard, Karen Copeland created a blog and founded a group called Champions for Community Mental Wellness, whose mission is to educate others about the challenges faced by the families of children with mental health problems.
On November 15, 2014, Copeland posted her reaction to Miss Night’s blog, calling it “I Am ‘that’ parent.” It begins:
“Dear professionals: You know me, I am the one who asks questions. The one who seems like she is always asking for information. The one who makes suggestions on the IEP, or seems to go on and on and on about the concerns she has about her son. The one who will turn a 15 minute scheduled meeting into 45 minutes. The one who does not hesitate to let you know when things are not going well for her child. The one who can get emotional and (unintentionally) make everyone feel yucky. The one who requests documentation and wants to look at her child’s file. The one who says she wants goals to be more specific. The one who just doesn’t seem to go away and leave you alone to do your job. The one who keeps her own file.”
To see more, click here.
What do you think of these posts? Do they resonate with you? What have you learned from them? Have parents ever asked you questions like these? How do you reply? What would you like to say?
Challenging and aggressive behavior often seems to come out of nowhere, but the truth is that if you look carefully you can see it on the horizon–in the guise of anxiety.
Anxiety in a child is a kind of early warning system that something is amiss, whether it’s the result of being left out of a group, stress at home, exposure to violence, even autistic spectrum disorder.
It’s hard to notice in a busy classroom because it’s internal; it doesn’t usually show much, and it doesn’t affect anyone but the child himself. But anxiety interferes with a child’s ability to learn and interact with his peers, and it can easily escalate to agitation and aggression if it isn’t addressed. We will certainly notice it then.
Become Sherlock Holmes
To see anxiety, you have to become a detective. To begin with, you must build a close relationship with every child and get to know all the children well–their temperaments, developmental levels, play skills, families, and cultures; what frustrates and frightens them; what makes them happy, mad, or sad.
You also have to learn to read the subtle physiological and behavioral clues the children display as they try to cope with their anxiety. For example:
- Physiology. Tears, frequent urination, clenched teeth, blushing, pallor, rigidity, rapid breathing, sweating, fidgeting, vomiting, squeaky voice
- Behavior. Downcast eyes, withdrawing, hair twirling, thumb-sucking, sucking hair or clothes, biting fingernails, hoarding, clinging, whining, being noisy or quiet, screaming, masturbating, smirking, giggling, crying
Figuring out what the child is thinking and feeling will help, too.
- Thoughts. No one loves me; no one wants me; I’m no good; I don’t like it here; I don’t have any friends; no one will come to get me; I can’t do it; I’m bad; I want my mommy
- Feelings. Distressed, troubled, afraid, nervous, excited, expectant, sad, irritable, grouchy, mad, insecure, frustrated, worried, confused, panicky
When a child’s characteristic clues appear, it’s time to connect–to smile, to sit nearby, to offer your help, to ask open-ended questions.
Pay special attention to your body language, facial expression, and tone of voice, which all convey far more than your words. You’ll want to do whatever works for a particular child.
This tiny intervention delivered at just the right moment will save you tons of time and trouble later, and protect the child from learning that challenging behavior is the best way to solve problems.
PS. Many of these ideas come from the WEVAS program created by Neil Butchard and Robert Spencler. For more information go to www.wevas.net
As the authors of Challenging Behavior in Young Children, we’re always looking for new information on this subject that’s so near and dear to our hearts.
From her base in Nova Scotia, Barbara travels the world giving workshops and presentations, while Judy stays home in Montreal reading books and online materials—and both of us collect interesting and useful research, ideas, and opinions that we believe will interest you, too.
So we want to share some of our discoveries.
Most of the information we find is straightforward and reliable, some of it is controversial, and some is downright wrong. We’ll tell you what we think—but we also want to know what you think, what you disagree with, what you want to understand better, what you’d like to know more about. That is, we rely on you to help us.
If we don’t know the answers to your questions, we’ll try to find out, because something that makes you wonder probably makes others wonder as well, and the more that we know about children and their challenging behavior, the more likely we are to make a difference in their lives.
We’ll focus mainly on young children’s behavior, but we’ll also write about aggression and violence in older children and adults—such as the shooting in Aurora, CO—because what happens in early childhood has such a huge influence on what happens later.
Look for us in this spot… or sign up at the right to receive an email notice each time we post.