Early Childhood Behavior Management Teaching And Reinforcing Rules E ✓ Solved

Early Childhood Behavior Management: Teaching and Reinforcing Rules Est. Time: 30 Minutes (including watching videos) The contents of this resource were developed under a grant from the U.S. Department of Education, #H325E120002. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.

Project Officers, Sarah Allen and Tracie Dickson. Early Childhood Behavior Management: Teaching and Reinforcing Rules Est. Time: 30 Minutes (including watching videos) Objective Understand the importance of teaching and reinforcing rules with young children, including those with disabilities, in early childhood environments. DEC Recommended Practices This Activity addresses the DEC Recommended Practices (DEC RP) topic areas outlined below: Environment E1. Practitioners provide services and supports in natural and inclusive environments during daily routines and activities to promote the child’s access to and participation in learning experiences.

Instruction INS4. Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines. INS5. Practitioners embed instruction within and across routines, activities, and environments to provide contextually relevant learning opportunities. Overview Just as early childhood educators or providers use systematic instruction when they teach letters, numbers, shapes, and colors, so too should they teach classroom rules in a systematic way.

Doing so means not only teaching the rules but also providing opportunities to practice them and reinforcing children for following them throughout the day. Early childhood educators or providers should also be prepared to support children in learning, maintaining, and generalizing the behaviors expected of them. In addition, some children who have disabilities might need individualized supports—known as accommodations—in order to learn, practice, and follow the rules. For example, a two-year-old who is deaf and just learning American Sign Language (ASL) might not yet have the ASL skills necessary to understand a teacher’s directions. Visual cues, such as a picture of a child sitting on a carpet square at circle time, can be paired with the sign language directions to help this young child learn the rules.

Activity Watch the three YouTube videos from the Pyramid Model Consortium below and be prepared to discuss the questions that follow. In the videos, the children review the STAR Classroom rules: n THE IRIS CENTER ï„® ActivityActivity Early Childhood Behavior Management: Teaching and Reinforcing Rules Est. Time: 30 Minutes (including watching videos) â—¦ Stay safe â—¦ Take turns â—¦ Always clean up our mess â—¦ Respectful of our friends Video 1: The STAR Classroom Rules (:33 sec) Video 2: Teaching Rules in Context video (1:02 min) n THE IRIS CENTER ï„® Activity Early Childhood Behavior Management: Teaching and Reinforcing Rules Est. Time: 30 Minutes (including watching videos) Video 3: STAR Family Song (1:13 min) Questions/Discussion Topics Video 1 1.

In the first video, the teacher is teaching/reviewing the STAR classroom rules. When following DEC Recommended Practices (DEC RP) teachers provide support during naturally occurring daily routines and activities to promote the child’s learning. Teachers embed instruction within these routines. Following are some opportune times when teachers might review rules with young children: • When children arrive in the morning • During a large-group circle time • When a teacher expects a child to have difficulty following expectations or rules • When a child isn’t following the rules a. Which of these was the teacher taking advantage of in the video? b.

Why do you think it is beneficial to review rules during these times? c. During what other times might teachers review the rules? d. Imagine that this teacher has a child in her class who has a language delay. With a partner, brainstorm some possible accommodations the teacher might make to help this child learn, practice, and follow the rules. n THE IRIS CENTER ï„® Activity Early Childhood Behavior Management: Teaching and Reinforcing Rules Est. Time: 30 Minutes (including watching videos) Video 2 2.

The second video highlights a teacher teaching rules in context. The DEC RP states that teachers embed instruction within the naturally occurring activities in order to provide contextually relevant learning opportunities. Additionally, DEC RP encourages teachers to plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines. a. Give an example of how the teacher reinforced a classroom rule when two young children were not being safe. b. Do you think this was an effective strategy?

Why or why not? Video 3 3. In the third video, the teacher and the students sang the classroom rules song to a visitor, thus following the DEC RP of providing services and supports in natural and inclusive environments during daily routines and activities to promote the child’s access to and participation in learning experiences. Singing these songs to the visitor served two purposes: 1) to remind the students of the rules, and 2) to inform the visitor of the rules. What might the benefits of this be?

References Alter, P. J., & Conroy, M. A. (n.d.). Preventing challenging behavior in young children: Effective practices. Recommended Practices.

Retrieved on December 5, 2014, from http:// challengingbehavior.fmhi.usf.edu/do/resources/documents/rph_preventing_challenging_ behavior.pdf Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G. E., & Strain, P. S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children.

Young Children. Retrieved on December 5, 2014, from http:// challengingbehavior.fmhi.usf.edu/do/resources/documents/y Hemmeter, M. L., Ostrosky, M. M., & Corso, R. M. (2012).

Preventing and addressing challenging behavior: common questions and practical strategies. Young Exceptional Children, 15(2), 32–46. Positive Behavioral Interventions & Support. (n.d.). Early childhood PBIS. Retrieved on December 5, 2014, from Stormont, M., Lewis, T.

J., & Beckner, R. (2005). Positive behavior support systems: Applying key features in preschool settings. Teaching Exceptional Children, 37(6), 42–49. n THE IRIS CENTER ï„® Activity Early Childhood Behavior Management: Teaching and Reinforcing Rules Est. Time: 30 Minutes (including watching videos) Additional Resources Center on the Social and Emotional Foundations for Early Learning (CSEFEL) vanderbilt.edu This Website of the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is dedicated to “promoting the social emotional development and school readiness of young children birth to age 5.†Visitors here will find a host of resources, including training modules, training kits, and family tools, among much, much more.

Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) The online home of the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) contains a multitude of resources designed “to assist states in their efforts to improve systems and services related to children with disabilities.†On hand here is information about the Pyramid Model, links to teaching tools, and a PBIS Web tutorial. Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI). (2012). Positive behavior interventions and supports from preschool to high school: A conversation about implementation. Webinar recording and materials. Retrieved on December 5, 2014, from webinars/8.24.2012_webinar.htm?utm_source=TACSEI+%2526+CSEFEL+Updates&utm_ campaign=405b765efd-TACSEI+and+CSEFEL+U This Webinar hosted by the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) features experts discussing the implementation of PBIS in early childhood programs and K–12 classrooms.

Taking part are Drs. Glen Dunlap, Lise Fox, and George Sugai. n THE IRIS CENTER ï„® Activity

Paper for above instructions

Early Childhood Behavior Management: Teaching and Reinforcing Rules

Early childhood behavior management is a critical component in fostering a positive and supportive learning environment for young children. Teaching and reinforcing rules systematically not only helps children understand expectations but also promotes social and emotional skills, particularly for children with disabilities. The current practice presents a comprehensive discussion around creating a conducive atmosphere for learning while ensuring inclusivity through effective behavioral management strategies.

Importance of Teaching and Reinforcing Rules

Young children thrive in structured environments where they understand the boundaries of acceptable behavior. The systematic teaching of rules is essential in facilitating learning opportunities and ensuring that children can engage meaningfully in various activities. According to Fox et al. (2003), using models like the Teaching Pyramid allows educators to enhance social competence and prevent challenging behavior in children.
Implementing comprehensive behavior management strategies fosters a strong foundation for children’s holistic development. The Council for Exceptional Children emphasizes that practitioners should embed educational practices in natural and contextual settings (Fox et al., 2003). Consequently, teachers can integrate rule teaching into daily routines, thus promoting better retention of skills learned.

Contextual Opportunities for Rule Review

In reviewing the STAR classroom rules—Stay Safe, Take Turns, Always Clean Up Our Mess, and Be Respectful to Friends—educators can utilize daily interactions as opportunities for reinforcement. In the first video, the teacher effectively reviews these rules with the class, capitalizing on several naturally occurring moments, including:
1. Morning Arrival: This is an opportunity where children are settling in, thus providing context for discussing expectations as they transition into the school day.
2. Large-Group Circle Time: A collective setting that encourages peer interaction, ideal for reviewing group's behavioral expectations.
3. Individual Difficulty: When a teacher observes a child struggling to meet expectations, it’s an opportune moment to review rules specifically tailored to that child's action (Hemmeter, Ostrosky, & Corso, 2012).
The act of reviewing rules during these moments is beneficial as it reinforces memory through repetition, provides context for learning, and addresses behavior before it escalates. For instance, as noted in the discussion prompt, a teacher may integrate visual aids for a child with linguistic delays, providing a more comprehensive approach to teaching rules (Hemmeter et al., 2012).

Accommodating Children with Disabilities

When accommodating a child with a language delay in understanding classroom rules, intentional strategies can be employed. For instance:
- Visual Cues: The teacher could utilize visual aids representing classroom behaviors, such as using pictorial representations of "cleaning up" or "sitting" during circle time.
- Sign Language: Employing simple American Sign Language (ASL) signs alongside verbal instructions will reinforce understanding for children who are hard of hearing (Fox et al., 2003).
- Peer Buddies: Assigning a peer who exemplifies the expected behaviors can help the child learn through observation and imitation.
These accommodations align with the DEC Recommended Practices, ensuring inclusive education tailored to diverse learning needs (Fox et al., 2003).

Reinforcing Rules in Context

In the second video, the teacher adeptly reinforces safety rules while children engage with one another. For example, when two children are not following the safety rule, the teacher intervenes by first modeling safe behavior and then guiding the students back to safe practices. This modeling serves as a direct teaching moment, reinforcing the expected behavior in context (Stormont, Lewis, & Beckner, 2005).
This approach is indeed effective: it contextualizes learning and provides an immediate understanding of expectations. According to Alter and Conroy (n.d.), immediate reinforcement and redirection to appropriate behaviors are crucial when addressing non-compliance among preschool students.

The Benefits of Singing Rules

In the final video, the act of singing the rules allows the teacher to reinforce learning in an enjoyable manner. By engaging children in a musical format, the rules become more memorable, catering to varied learning styles. This strategy not only reinforces the learning of rules but also cues the children to unify as a group in a celebration of their classroom culture (Technical Assistance Center on Social Emotional Intervention for Young Children [TACSEI], 2012).
The benefits of this approach are twofold: it serves as a reminder to children of the expectations they share and also informs visitors of the classroom culture, encouraging common objectives within the educational setting. Overall, using music and movement in education has shown to enhance learning outcomes, particularly in early childhood cohorts, through increased engagement and enjoyment (CSEFEL, n.d.).

Conclusion

In summary, early childhood behavior management through explicit teaching and reinforcement of rules is paramount for creating a nurturing learning environment as evidenced through the video discussions. Utilizing natural opportunities for rule revision, providing accommodations for children with disabilities, and embedding teaching through contextually relevant activities such as songs fosters a sense of community and enhances learning. These strategies align well with DEC Recommended Practices, emphasizing inclusivity and support for all learners.

References

1. Alter, P. J., & Conroy, M. A. (n.d.). Preventing challenging behavior in young children: Effective practices. Recommended Practices. Retrieved from http://challengingbehavior.fmhi.usf.edu/do/resources/documents/rph_preventing_challenging_behavior.pdf
2. Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G. E., & Strain, P. S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children. Retrieved from http://challengingbehavior.fmhi.usf.edu/do/resources/documents/y
3. Hemmeter, M. L., Ostrosky, M. M., & Corso, R. M. (2012). Preventing and addressing challenging behavior: Common questions and practical strategies. Young Exceptional Children, 15(2), 32–46.
4. Positive Behavioral Interventions & Support. (n.d.). Early childhood PBIS. Retrieved from stormont, M., Lewis, T. J., & Beckner, R. (2005). Positive behavior support systems: Applying key features in preschool settings. Teaching Exceptional Children, 37(6), 42–49.
5. Center on the Social and Emotional Foundations for Early Learning (CSEFEL). (n.d.). Retrieved from vanderbilt.edu
6. Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI). (2012). Positive behavior interventions and supports from preschool to high school: A conversation about implementation. Webinar recording and materials. Retrieved from http://tacsei.org/content/webinars/8.24.2012_webinar.htm
7. TACSEI. (2012). The Pyramid Model for promoting social emotional competence in infants and young children. Retrieved from http://challengingbehavior.fmhi.usf.edu/do/resources/documents/pyramid_model_booklet.pdf
8. Stormont, M., Lewis, T. J., & Beckner, R. (2005). Positive behavior support systems: Applying key features in preschool settings. Teaching Exceptional Children, 37(6), 42–49.
9. U.S. Department of Education. (2021). Early Childhood Education Resources. Retrieved from https://www.ed.gov/early-learning
10. U.S. Department of Health and Human Services. (n.d.). Head Start Center for Inclusion. Retrieved from https://eclkc.ohs.acf.hhs.gov/family-engagement/article/inclusion
This assignment outlines key strategies for teaching and reinforcing rules in early childhood education, providing a robust framework for educators to understand and implement effective behavior management.