Preface
When Andre first came into our program, he had no sense of inner control. He'd kick. He'd bite. He'd spit. He'd stand on tables. He'd knock down what other children had built. He couldn't play with other children. He couldn't join our morning meeting; he'd just dart out the door. We created a "buddy system" to give him the one-to-one relationship he had sorely missed. Theresa is a teacher with a lot of patience. Andre didn't push her buttons the way he had with other teachers. Arrangements were made so that the first hour of each day, Theresa was Andre's special friend. Every day she was the one who would greet him at the door. She would pick a game that she thought he would like. With time, he began saying "yes" to things, and sometimes he'd even suggest activities that they could do together. At the beginning, Andre would only stay close to Theresa. Gradually, he began to leave her side to join other children with their activities. But even then, he'd still look over his shoulder to make sure Theresa was there.
When there's a sudden transition, or when a teacher is absent, he will still fall apart. But Andre has changed. He can listen; he can think be fore he lashes out; his attention span has increased; he is moving toward cooperative play. It has been a transformation.
Across America, Head Start staff carry on their day-to-day work in communities that are diverse in ethnicity, demographics, and size. Yet they share a common concern. In inner-city neighborhoods, in the suburbs, and in rural communities, educators face challenging behaviors displayed by growing numbers of children. Many of these children lack social skills, become lost and disorganized when switching from one activity to another, are prone to sudden emotional outbursts, or are persistently with drawn.
While teachers do not always know the source of their children's difficulties, they are keenly aware of the risks that contribute to problem behaviors. Environmental factors such as poverty, community violence, exposure to substance abuse, and child abuse and neglect are key issues that negatively affect children's behavior. Regardless of the reasons, Head Start staff face one overarching challenge; to find ways, with available resources, to effectively meet the needs of children with significant emotional and behavioral problems.
A number of books describing techniques for specific problem behaviors are now available. These resources provide varied and practical solutions to common challenging behaviors in young children. When working with children with significant emotional and problem behaviors, however, staff may need more than discrete techniques. As Andre's story illustrates, a nurturing, consistent relationship between the child and a Head Start staff person is key. it is this relationship that provides the context for every strategy; it is the glue that gives strategies their power.
Effective strategies build on what teachers already know, and on developmentally appropriate practices. But additional supports are also needed. Successfully including all children demands a comprehensive approach, one that is responsive to the needs and strengths of children and their families, as well as those of Head Start staff. That is the purpose of this technical guide: to provide Head Start teaching staff, home visitors, family service workers, managers, and other Head Start staff, as well as consultants, with a process for reflecting on their own practice, assessing difficult situations, and designing interventions through collaborative problem solving. Such a process facilitates team building and open communication, and requires leadership and encouragement from the top. Head Start staff need permission to try new strategies, to have the opportunity to say, "This is not working. What else can we try?" They need to know where and to whom they can turn for expert guidance and support, both emotional and practical, whether they are seeking a volunteer to work in the classroom, or ways to involve mental health professionals. And they need time to solve problems and learn together.
Each program will need one key person to coordinate this staff development effort and identify suitable trainers. We recommend selecting trainers who are philosophically aligned with the assumptions of this guide, are knowledgeable about the content, and understand the day-to day realities of Head Start life. The Education guides, Enhancing Children's Growth and Development and Observation and Recording:
Tools for Decision Making, and the Health guide, Promoting Mental Health, together lay the foundation for the skills introduced in this technical guide. We hope that taken together, these materials, as well as our other guides about inclusion, will strengthen Head Start's capacity to better serve all children and their families.
Andre's story reprinted with permission from S. Groliman and I. P. Brady, Education Development Center, Inc. 1994.
Teaching Children Affected by Substance Abuse.
Washington, DC: U.S. Department of Health and Human Services.