1. By: Violeta Chavez Cd 65 Fall 2015
Reading Behaviors
By: Violeta Chavez
Cd 65
Fall 2015

2. The way in which one acts or conducts oneself
Behavior Definition:
The way in which one acts or conducts oneself

3. What influences children’s behavior
Developmental stages
Individual differences
Environment
Skills and knowledge
Unmet emotional needs
Based on an adaptation of James Hymes’ Understanding Your Child

4. Developmental Stages
Children develop specific behavior during each developmental stage.
Eg. A 9 month old child that likes to drop a spoon from their high chair is practicing the concept of object performance, but to the parent child is simply doing something she/he shouldn’t.
Child tests out this new awareness, which begins to develop around eight or nine months, by dropping things and having them “reappear” when picked up by a patient parent.

5. Individual Differences
Children are born with individual differences
Temperament
Learning style
Sensory processing
Sensory integration
Influence children behavior
Understanding and respecting these differences helps us support and respond in the best way to our ability.

6. Environment
Home
Family
Culture
School/classroom

7. Skills and Knowledge Teach your child the expectations Explain why
Give encouragement
Be patient
Eg. “I can’t let you draw on the walls. If you want to make a big picture let’s put up some paper on the wall outside and you can draw on the paper. Crayons are for drawing on paper.

8. Unmet Emotional Needs How to address these behaviors:
If all of the following are present then a behavior present may be due to an emotional need
The behavior is inappropriate for the child’s age
The behavior has a “driven” quality to it
The child has a limited way of responding to his world
The behavior continues to happen, even when channeled or stopped
Your usual ways of handling similar behaviors do not seem to help
How to address these behaviors:
Try to identify the NEED that underlies the behavior. can address the need that is underneath the behavior.
Do something.
Be ready to actively respond to your child’s needs.
Stop the behavior, if you need to, especially if the behavior hurts the child or others.
Be patient, supportive, and thoughtful in these circumstances.
Children are driven to have their emotional needs met and when adult’s don’t meet them then the children’s solutions are often displayed in extreme behaviors.
“driven”- it may appear as if the child can’t stop himself.
Bx is a call for attention or assistance.

9. Primary Questions
How do I know if this is contributing to my child’s behavior?
What is my child trying to communicate through his or her behavior?
How can this help me know how to respond to my child?
For each of the previous statements discussed, consider these primary questions.

10. Behaviors

11. Tantrums/Managing Reactions
Observe
Learn
Respond
What happened before the bx?
What triggered the bx?
Patterns
Cause
Frustration
Unable to do Something
Language
Hunger/ fatigue
Stay Calm
Stay close by/ Keep child safe
Validate Child’s feelings
Recognize when child does a good job calming down.
Def. - an uncontrolled outburst of anger and frustration, typically in a young child.
To be a good educator as parents and/or teacher it is important to be a good observer, to learn about the tantrum, and to be able to respond in the best positive way.
Validating child’s feeling: eg. “You are really having a hard time. Everyoe needs a break sometimes.”

12. Biting Observe Learn Respond What happened before the biting?
Teething?
Meeting a need for oral stimulation
Trying to engage someone?
Frustrated? Angry?
Defending a toy?
Protecting space?
Offer soft objects to chew
Crunchy foods
Provide simple words
Say firmly “We don’t bite, biting hurts.”
Offer safe space
Respond: Avoid the word “No”
Safe space: include books, quiet toys, where the child can regroup.

13. Socially Withdrawn Observe Learn Respond
Does the child play with any other children?
Can the child play with others if teacher/parent help get the interaction going?
Does the child seem content to play on his own or does he seem sad and/or depressed?
Is the child:
Shy
Fearful
Depressed
Difficulty using language to communicate?
English Language Learner?
Put what you think the child is feeling into words
Help the child begin to play near and connect with other children who may be a good fit for him.
Offer activities that do not require a lot of interaction, such as art
Respond eg: “You want to help Steven build the castle?”

14. Separation Observe Learn Respond Parent and child separation
Child’s reaction
Child’s temperament
How does child react to change?
How does child feel at child care, school, baby sitter, etc…
Is there a bond between child and adults in child’s care?
Is there a bond with other children?
Parent and child separation changes if needed.
When at child care and/or baby sitter have child bring a “lovely” for comfort
Play peek-a-boo games
Show the child laminated photos of family
Remind child that parent always comes back.
Temperament def. – describes how a child approaches and reacts to the world.
Three temperaments: Easy, Difficult, and Slow to warm up.
A lovely: eg. Blanket, book, picture

15. Inconsolable Crying Observe Learn Respond
What usually prompts the crying?
What usually works to console the child?
Is the child feeling:
Sick
Tired
Hungry
Sad or mad
Why?
Overwhelmed by stimuli
Sooth child with:
Swaddling, rocking, murmuring
Rub baby’s back or tummy; try infant massage
Take child outdoors
Get help
Learn: Stimuli: light/sound/touch in the room
Respond: if you are feeling frustrated and need a break always remember to ask for help.

16. Scenario
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Why do you think Charlie bit him?

17. Scenarios ? Pulling adult’s hair Pulling another child’s hair
What’s going on?
Why do you think child is reacting the way he/she is?

18. All behavior has a meaning
Remember:
All behavior has a meaning