8.2: Behavioral Considerations
As we discussed in the last chapter, being aware of development and developmental stages is critical for an early childhood teacher. Awareness of these stages is an important tool in guiding behavior, as it helps you develop realistic expectations about behavior. Below is a chart that provides some ideas about how to approach guidance positively based on what are typical behavior expectations for different ages and stages.
Table 5.2 – Positive Approaches for Developmental Factors [68]
|
Ages/Stages |
Developmental Factors |
Examples of a Positive Approach to developmental factors to manage behavior |
|
Infant/Toddler |
Children this age:
|
Children in this stage tend to dump and run, so plan games to enhance this behavior in a positive way. Have large wide-mouth bins for children to practice “dumping items” into and out of. This strategy redirects the behavior of creating a mess into a structured activity to match the development. |
|
Older Toddlers |
Children this age:
|
Teachers of this age often find children trying to climb up on tables, chairs, and shelves. Incorporate developmentally climbing equipment and create obstacle courses to redirect activity into positive behaviors. Avoid using the word “no” and create expressions that teach what to do instead of what not to do. |
|
Young Preschool (3-4 years) |
Children this age:
|
Young preschoolers become curious and create many misconceptions as they create new schemas for understanding concepts. Listen to ideas sensitively address them quickly and honestly. Model exploration and engagement in new activities (especially ones they may be fearful of engaging in) |
|
Older Preschool (4-5 years) |
Children this age:
|
Ask the children to create new silly, but appropriate words to represent emotions rather than focusing on the “bad” words they use. |
|
Young School-Age |
Children this age:
|
Fairness is a big issue for this group so working with this age group, a teacher should sit with children to develop “rules” and “consequences” so they can take ownership of behavioral expectations |
|
|
Pause to Reflect What makes the most sense to you about guiding children’s behavior? What seems confusing to you? |
This page has been edited by Alice Hale (Chabot College) using the Libretexts remixing tool.