Module 3
Handout 23: Survival Tips*
- Take the time to try to understand children's feelings and what they are trying to communicate through their behavior.
- Plan your room and schedule for success (places to be quiet; places to safely let off steam; a schedule that follows children's rhythms; opportunities for movement and choice).
- Plan activities that will interest children and constructively channel their behavior (water, sand, and other sensory experiences; physical activities such as tumbling; symbolic toys, such as dolls, that allow children to "play out" their experiences and feelings).
- Speak softly and firmly at the child's eye level.
- Children who are 3 and 4 years old do not yet have a fully developed concept of time, or logical reasoning skills. Avoid using "time outs" as punishment. Instead, have children who need time away from the rest of the group "help" an adult with a task or become engaged in another activity.
- Find resources (for example, additional staff or volunteers) to provide extra sets of hands, or assign an assistant for one-on-one attention when a child needs extra support.
- Reinforce good behavior: "catch" children being good.
- Be sensitive to "trouble spots" (cleanup time, having to wait, getting ready to go home or other transitions, holidays).
- Give lots of hugs.
- Learn to work with parents. Keep communication open, and help them know that they are your partners in figuring out the best way to help their child succeed; stress that you are working to help children learn to manage their behavior, and feel good about themselves.
- Don't feel guilty about "individualizing expectations," or having different rules for different children. If a child can't sit through circle time, for example, ask a volunteer to play quietly with the child away from the group instead.
- Recognize the importance of continuity and predictability in children's lives. Be prepared for difficult behavior when routines and other things suddenly change.
- Practice standing in the child's shoes. Under the circumstances of his or her life, how would you feel?
- Practice talking, listening, and observing. Learn how to join a child's play so that you can facilitate prosocial behavior.
- Ask the program's mental health professional (with parents' permission first) to help you understand the child's behavior, and map ou a an for meeting the child's needs.
- Learn to recognize the signs of an impending crisis, and intervene before it happens.
- KEEP LEARNING! Use your regional Training and Technical Assistance (T/TA) provider, a mental health professional, or the library to get current reading material to help you understand current child-care issues, including those related to children with challenging behaviors.
- Keep your own reactions in check. Aim to respond calmly and rationally, not emotionally.
- Make a goal to maintain your sense of humor. It will help you as well as others.
- Always remember that you may be the person who can make a difference in this child's life!
*Adapted with permission from A. Eberhart-Wright. 1995. Survival Tips for Teachers of Challenging Children.
Developed for Region VII Resource Access Project, Kansas City, KS.