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Challenging Behaviour

Challenging Behaviour. Definition of challenging behaviour?.

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Challenging Behaviour

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  1. Challenging Behaviour

  2. Definition of challenging behaviour? “Culturally abnormal behaviour(s) of such an intensity, frequency or duration that the physical safety of the person or others is likely to be placed in serious jeopardy, or behaviour which is likely to seriously limit use of, or result in the person being denied access to, ordinary community facilities.” Emerson, 1995, cited in Emerson, E (2001, 2nd edition): Challenging Behaviour: Analysis and intervention in people with learning disabilities. Cambridge University Press

  3. Possible attributes leading to challenging behaviour • Special needs • Transitioning • Child/adult separation • Defiance • Sibling rivalry • Frustration • Being shy • Withdraw • Over demanding • Jealousy • Anger • Boredom https://www.youtube.com/watch?v=BpPcqbCMZgE

  4. Ways children may reflect their challenging behaviour in a centre or at home • Swearing • Sexual curiosity • Temper tantrums • Physical violence (eg, hitting, biting, spitting) • Isolation • Destruction of property

  5. Strategies to help overcome challenging behaviour • In a childcare setting • Biting – For infants or toddlers it can be a sign of teething, teething rings can be a great solution for them to bite and sooth their gums. For older children redirecting them by saying eg, its not ok to bite somebody but it is ok to bite an apple. • Shyness – Encouraging to play with other children instead of alongside them. Pair them up with a buddy or another child who may also be a bit shy. Getting them to work on a goal eg, build a sand castle together. • Destruction of property – Getting the child to clean up what they’ve done eg, draw on table, get them a cloth to wipe it off. Re-direct them to an activity such as carpentry area or sandpit where they are able to build and destroy their own creations. At home • Biting – Its known that parents will bite the child back to show them what the effect is when biting someone. • Shyness – setting up play dates or taking them to an environment with other children eg, the park to get them familiar with being around others. • Destruction of property – Taking away a toy so they can feel what its like to lose something they enjoy. Discuss in groups in ways of which you have dealt with a child in challenging behaviour situation.

  6. Views on time out corner? Questions and answers with students on their thoughts on this topic in regards to how we should deal with challenging behaviour

  7. Regulations state under ill-treatment of children such as subjecting the child to solitary confinement (time out) is not acceptable in any childcare settings. Strand 1, well-being. “Children experience an environment where: • Their health is promoted • Their emotional well-being is nurtured • They are kept safe from harm”

  8. Ways in which you can help support challenging behaviour at home and in a childcare Modelling positive behaviour • Modelling can be a non-invasive and low intervention way of teaching young children responsibilities, social skills and how to respect our peers. It has be said that children from up to 6 months can begin to establish modelling from adults. Encouraging, praising and helping • There are two main ways of communicating, verbal and non-verbal. By encouraging, praising and helping children it can create a sense of positivity eg, encouraging children to use gentle hands, or if they begin to play aggressively suggest an activity that allows them to be rough without hurting themselves or others. However there is a limit on using to much praising and children begin to rely on this to carry out normal daily routines.

  9. Listening • Young children have just as much rights to speak as adults. We need to respect children by listening to their needs and wants. Many challenging behaviours can be a simple result of misunderstanding causing the child to act out, so taking the time to acknowledge and listen to a child can be very import and is the source of finding out what has happened. Problem solving • By giving children the opportunity to solve their own problems it teaches them about resolving their own issues, questions and dilemmas. However there can always be the need for teachers or parents to help children if it needs some extra help. • Does anyone else have suggestions in ways to support challenging behaviour?

  10. Importance of listening to a child – giving the child a voice Listening to children doesn’t always have to be by verbal communication. Children may like to draw down what their feeling or their actions can be their way of communicating with you. When talking and listening to a child it is important to be aware of height level and tone of voice. If you are standing above a child they can feel intimidated. It’s also a sign of respect and comfort by getting down to the child’s level and making appropriate eye contact.

  11. Links to TeWhāriki - principles Empowerment - Whakamana “The curriculum enables all children to • develop an enhanced sense of self-worth, identity, confidence, and enjoyment; • understand their own individual ways of learning and being creative.” Holistic development - Kotahitanga “Learning and development will be integrated through • consistent, warm relationships that connect everything together; • recognition of the spiritual dimension of children’s lives and culturally, socially, and individually appropriate ways.”

  12. Family and community – Whanau Tangata “The well-being of children is interdependent with the well-being and culture of • adults in the early childhood education setting; • whanau/families; • local communities and neighbourhoods” Relationships – NgaHononga “The learning environment will assist children in their quest for making sense of and finding out about their world if • adults know the children well, providing the basis for the “give and take” of communication and learning; • adults provide “scaffolding” for the children’s endeavours – supports and connections that are removed and replaced when and where they are needed; • there are opportunities for social interactions with adults and other children.”

  13. Links to code of ethics – four fundamental principles Autonomy “To treat people with rights that are to be honoured and defended” • Teachers will strive to involve parents/whanau in decision making about the care and education of their child Justice “To share power and prevent the abuse of power” • Teachers will strive to treat colleagues and associates with respect, working with them co-operatively and collegially to promote students learning Responsible Care “To do good and minimise harm to others” • Teachers will strive to promote the physical, emotional, social, intellectual and spiritual well-being of learners Truth “To be honest with others and self” Teachers will strive to establish open, honest and respectful relationships

  14. Parents and teachers as partners It is important for not only the communication between teacher and child but also between teacher and parent. Building relationships ensures the collaboration between all three, parent, teacher and child to get the best possible outcome of teaching and learning. Managing challenging behaviour should be a join effort between parent and teacher so they can keep a consistent routine.

  15. A Few websites for support • http://www.autismspeaks.org/sites/default/files/section_5.pdf • http://www.scie.org.uk/publications/ataglance/ataglance37.asp • http://www.kidspot.co.nz/ • http://www.challengingbehaviour.org.uk/ • http://challengingbehavior.fmhi.usf.edu/do/resources/documents/rph_preventing_challenging_behavior.pdf

  16. Bibliography Clark, B. & Grey, A. (2010) Ata KiteaTePae – Scanning the Horizon. Auckland, New Zealand: Pearson. Grey, A. & Clark, B. (2013). NgāHurihangaakoKōhungahunga: Transformative teaching practices in early childhood education. Auckland: Pearson. Gonzalez-Mena, J. (2002). Working with cultural differences: Individualism and collectivism. The First Years: Ngā Tau Tuatahi: New Zealand Journal of Infant and Toddler Education 4(2), 13-15. Gonzalez-Mena, J. & WidmeyerEyer. D. (2012) (9th ed.). Infants, Toddlers, and caregivers. A curriculum of respectful, responsive care and education. New York: McGraw Hill. Hayes, J. (2013). Families need to belong too: Building relationships from the very first contact. Early Education 53, 20-23. Hedges, H. (2010). Through the kaleidoscope: Relationships and communication with parents. The First Years: Ngā Tau Tuatahi: New Zealand Journal of Infant and Toddler Education 12(1):27-34. Ministry of Education. (1996). TeWhāriki. He Whārikimātaurangamōngāmokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media Google Images. Challenging behaviour in preschool. Retrieved on 28.05.2014. Retrieve from https://www.google.co.nz/search?q=managing+challenging+behaviour+in+children&es_sm=93&source=lnms&tbm=isch&sa=X&ei=P9eMU6X1Moy-kgWanYG4Dw&ved=0CAYQ_AUoAQ&biw=1680&bih=925#q=challenging%20behaviour%20in%20preschool&tbm=isch&imgdii=_

  17. Meade, A. (2012). Centre–parent communication about children’s learning.Early Childhood Folio16(2), 38-43. Hedges, H. Cullen, J. Jordan, B (2010). Early years curriculum:funds of knowledge as a conceptual framework for children’s interest. Retrieved from http://www.tandfonline.com.ezproxy.aut.ac.nz/doi/abs/10.1080/00220272.2010.511275#tabModule Powell, D (1998). Reweaving parents into the fabric of early childhood programs. Young children, v. 53, Sep. Ministry of Education (2009). Encouraging positive behaviours. Retrieved from http://www.lead.ece.govt.nz/ManagementInformation/GoverningAndManaging/ProvidingPositiveGuidance/DevelopingAPositiveEnvironmentForLearning/EncouragingPositiveBehaviour.aspx Robert E. Rockwell, Lynda C. Andre, Mary K. Hawley (1995). Working with parents of children with special needs. Parents and teachers as partners : issues and challenges. Fort Worth : Harcourt Brace College Publishers. Arthur, L (2012). Children, families and communities. Programming and planning in early childhood settings; ch. 2, pp. 36-71. Cengage Learning. Keesing-Styles, L (2000). Possibilities for partnership: empowering parents to participate. Early Education, no.24, Spring/Summer. Luis C. Moll, Amanti, C. Neff, D. Gonzalez, N (2001). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Retrieved from http://www.sonoma.edu/users/f/filp/ed415/moll.pdf Emerson, 1995, cited in Emerson, E (2001, 2nd edition): Challenging Behaviour: Analysis and intervention in people with learning disabilities. Cambridge University Press By Katie Gaskell and Jo Martin

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