Age Appropriate Expectations = Age Appropriate Behaviors Dr. Maggie McGuire [email protected].

Age

Appropriate Expectations

= Age

Appropriate Behaviors

Dr. Maggie [email protected]

m

© Dr. Maggie McGuire LLC

What one behavior makes you…

•Crazy


• Is the behavior appropriate to the age of the child?

O

• Are your expectations appropriate to the age of the child?

R


Developmentally Appropriate

Behavior/Expectations 0-17 months

Expresses emotions: Pleasure, sadness, fear/anxiety (stranger anxiety & separation anxiety) Anger/negative feelings Shows anger focused on

people or objects Shows pleasure in

mastery/new accomplishments

Shows affection for familiar people, asserts self

(strong sense of self).

Expects needs to be addressed IMMEDATELY!

No concept of other’s needs.

They are the center of their world.

Limited thought processes No concept of time. No control of emotions

(Flooding)



Behavior/Expectations18 months-3yrs

Frequently displays aggressive feelings/behavior

Exhibits mood shifts (stubborn/compliant)

Verbalizes feelings more often

Shows increased fearfulness (of dark, monsters, etc.)

Shows concern for others Difficulty sharing/taking

turns.

Expects needs to be addressed IMMEDATELY!

No concept of other’s needs.


Limited thought processes

No concept of time. No control of emotions (flooding)



Behavior/Expectations 3-5 years

Begins to understand turn taking/sharing

Usually needs help to resolve conflicts

Outbursts of anger with justification (“he hit me first”)

Still needs help controlling feelings

Begins cooperative play Forms small groups that may

exclude a peer Shows less physical aggression

– moves to verbal insults or threats, may lie rather than admit breaking

rules

Little concept of other’s needs.


Limited thought processes

Little concept of time. Little control of emotions

(flooding)


Common Behavioral Challenges

• Testing Limits• Physical Aggression• Biting• Temper Tantrums• Bullying


Most Important

WHYare they doing it?

• Ask yourself– Is it

developmentally appropriate to their age?

– Or is it because they can?


In your groups

Using the card that your group has been given,

1 Decide whether or not you would see this behavior in the three different age groups.

2 What would it look like?3 How should the behavior be handled4 Be prepared to report.


Common Behavioral Challenges

• Testing Limits• Physical Aggression• Biting• Temper Tantrums• Bullying


How do you handle challenging behaviors?

• Threatening• Punishment• Demeaning• Labeling

(“Good/Bad”)• Teacher Directed

Time Out

• Redirection• Choices• Modeling• Clear

expectations/limits

• Positive language


Role of temperament

Children have temperamental tendencies that affect the ways in which they interact with others.

Each child is unique and each relationship between a child and a teacher is unique.

Understanding the child’s temperament and one’s own gives important insights into the child’s behavior and one’s own reaction to the child.


Easy-Flexible Child

Typically regular in eating and sleeping patterns.

Approaches new situations optimistically, adapts quickly, has positive moods.

Easily toilet trained, has regular feeding and nap routines.


Difficult/Feisty Child

Opposite of the easy/flexible child.

The child may be hard to get to sleep, typically fusses or cries at anything new

and usually adapts slowly.

Often expresses an unpleasant or disagreeable mood, and if frustrated, may

even have a temper tantrum.

The child reacts to the world in negative and intense ways and can be stubborn

or explosive.

Teachers who do not understand this type of temperament as NORMAL

sometimes feel frustrated with a child that is difficult to “CONTROL.”

The teacher may scold, pressure, or use harsh discipline on the

child, which only reinforces a true behavior problem.


Slow to Warm-UpFearful Child

Often called “shy”. Discomfort with new things and adapts slowly. More likely to experience anxiety and physical

symptoms Unlike the difficult child, this child’s negative mood is

often expressed slowly and the child may or may not be irregular in sleep, eating, and toileting.

Typically stands at the edge of the group at group time. Reactions become more positive with continued

exposure.


Strategies for Supporting Appropriate Expectations Planned schedule

Smooth transitions Routines Establishing clear, consistent rules for

behavior Ignore inappropriate behavior Redirect behavior Give positive attention, feedback, and

encouragement


Set limits

Acknowledge the child’s feelings and wishes

Clearly state the limitSay what behavior is acceptableOffer a final choice


Change the negative into the

positiveDon’t shove in line. Put your hands at

your side.

Stop talking Please listen quietly.

No running Use your walking feet in the hall.

Quit screaming at him.

Use your words and tell him what you want.


What you can do

Model & encourage expected behaviorRedirect children to acceptable

activitiesSet clear limits & intervene when

necessaryProvide appropriate languageRespect childrenBe patient


Resources

• Copple, C. & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children birth through age 8. Washington, DC: NAEYC.

• Richardson, D. Guiding young children series: Why children misbehave. http://pods.dasnr.okstate.edudocushare.

• Miller, K. (2004). Structure for success:• 30 preventive discipline techniques. • Udell, T. & Glasenapp, G. (2004). Managing• Challenging behaviors: Adult communication• As a prevention and teaching tool.• ChildCareExchange.com• Stephens, K. (2004). What’s so positive about positive discipline?

ChildCareExchange.com

http://pods.dasnr.okstate.edudocushare/


Resources• Adult communication As a prevention and teaching tool.

ChildCareExchange.com• Copple, C. & Bredekamp, S. (2009). Developmentally appropriate

practice in early childhood programs serving children birth through age 8. Washington, DC: NAEYC.

• How to understand your child’s temperament. www.healthychild.org• Miller, K. (2004). Structure for success: 30 preventive discipline

techniques. • Oliver, K. (n.d.). Understanding your child’s temperament.

Http://ohioline.osu.edu• Richardson, D. Guiding young children series: Why children

misbehave. http://pods.dasnr.okstate.edudocushare.• Stephens, K. (2004). What’s so positive about positive discipline?

ChildCareExchange.com• Udell, T. & Glasenapp, G. (2004). Managing Challenging behaviors• Zero to Three- www.zerotothree.org

Age Appropriate Expectations = Age Appropriate Behaviors Dr. Maggie McGuire [email protected].

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