1. Chapter 15
Guidance Challenges

2. Guidance Challenges In this chapter, you will learn about
causes of behavioral problems
stress
specific problem behaviors

3. Objectives
Identify situations and feelings that cause tension in children.
Describe behavior problems that result from tension.
Guide children as they learn appropriate social-emotional skills.
Describe the effect of family stressors on children and families.

4. Terms to Know
overstimulated
frustration
stress

5. Causes of Behavioral Problems
Overstimulation
Breaks in routines
Noise
Waiting time
Frustration
Physical problems

6. Overstimulation Overstimulated: overexcited
Usually, the larger the group, the more likely overstimulation will occur.
Overstimulation can result from having too many activities planned.

7. Breaks in Routines
Routines let children know what is expected and when.
All children need to follow consistent daily schedules.
When changes are expected, prepare the children ahead of time.

8. Noise Noise affects children differently.
Children with very sensitive ears are particularly upset by noise.
To avoid noise problems, control the sound of tapes, records, and CDs.
As the volume of your voice increases, the children’s voices also become louder.

9. Waiting Time
Children often behave poorly when they have to wait for long periods of time.
Manage time wisely.
Cut down on waiting time by being prepared.

10. Frustration Frustration: feelings of defeat or discouragement
Plan developmentally appropriate activities.
Forcing children into activities they are not ready for can cause frustration.
Conflict over toys can also cause frustration.
Select materials and equipment that are developmentally appropriate.

11. Physical Problems
Poor health or other physical problems can cause tension and behavioral problems in children.
Children may be overly active or tense due to other health problems.
Medication can affect some children's behavior.
Poor or inadequate nutrition can also affect behavior.

12. Stress
Stress: the body’s reaction to physical or emotional danger signals
Mild or occasional stress is not a problem.
Constant stress, prolonged stress, or the piling up of many stressors can threaten a child’s ability to cope.
Stress can be caused by both negative and positive events.
Starting a child care program or changing to a new child care program can be stressful.

13. Family Stressors The family can be a buffer or a source of stress.
Family crises cause major stress within a family.
Stressors may be temporary.
Being constantly active from morning to night causes another, less intense type of stress.
Family time and relaxation help people ward off the harmful effects of stress.

14. Effects of Stress
Prolonged stress in early childhood can undermine healthy brain development.
Constant, predictable, and responsive care is needed.
Healthy relationships promote brain growth and healthy social attachment.
Abuse, neglect, or constant stress can cause the body to release chemicals that impact the brain’s complex wiring.

15. Signs of Stress
Regression is showing behaviors that were typical at an earlier age
Other common signs include:
accident-proneness
anger
anxiety
baby talk
headaches
hitting
stuttering
tattling
temper tantrums
thumbsucking

16. Helping Children Cope
Stress affects children as much or more than it affects adults.
When you note that a child’s behavior has changed, observe the child more carefully.
Avoid criticism, but offer comfort and encouragement.
Provide a supportive, affectionate environment.

17. Specific Problem Behaviors
Negativism
Stealing
Anger
Biting
Tattling
Exploring the Body
Thumbsucking
Fear

18. Negativism A “no” is a child’s attempt at independence.
Accept a young child’s negative behavior.

19. Stealing
Preschool children don’t understand the difference between mine and yours.
Small objects like toy cars and puzzle pieces may vanish from the classroom.
Warn the other teachers and keep a close eye on the situation.

20. Anger
Anger draws attention to what annoys the child and can be a learning experience.
Tantrums peak at age 18 months.
Ignoring outbursts is a successful technique for dealing with anger.
When possible, try to catch children before they react angrily.

21. Biting Young children often bite when they are upset.
Children may bite because they cannot express themselves in words.
Biting back does not prevent biting; it creates more aggressive behavior.

22. Tattling
Frequently a child who tattles is insecure and tattles to get attention.
To prevent tattling, try to build children’s self-esteem.
Have a daily one-on-one time with the child.
Try ignoring the tattling behavior.

23. Exploring the Body
Children begin exploring their bodies early in life.
By age three, children are aware of the sex differences.
By age four, children may hold the genital area when they need to use the bathroom.
Exploration of the body is normal, but is not considered proper in public.

24. Thumbsucking To relieve tension, some children may suck their thumbs.
Most children outgrow thumbsucking by age six or seven.
Dentists state that there is no cause for worry if thumbsucking stops before adult teeth erupt.
Children may be encouraged to use a pacifier instead.

25. Fear Every child experiences fear.
Common childhood fears include falling from high places, putting faces in water, thunder, the dark, people in uniforms, fire engines, ambulances, and animals.
Fear of the unknown is also common.
Accept children’s fears. Even the silliest one may be very real to them.

26. Article
About ADHD