When young children engage in persistent challenging behavior, parents might look to their children’s teachers for advice. Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (e.g., screaming, stereotypy), property destruction, self-injury, noncompliance, and withdrawal. In this article, we adopt the definition of “challenging behavior” provided by the Center on Social and Emotional Foundations for Early Learning (2013):Īny repeated pattern of behavior that interferes with learning or engagement in pro-social interactions with peers and adults.īehaviors that are not responsive to the use of developmentally appropriate guidance procedures. For some children, transitions may be frustrating or may provoke anxiety, and they may lead to challenging behaviors. Transitions can be difficult for some parents, particularly when taking their young children out into the community (such as Teresa’s struggles with Lily at the library), picking them up from educational settings, or moving between activities and routines at home. Everyday transitions include arriving at an educational setting from home, moving from dinner to playtime, finishing playtime and cleaning up, brushing teeth and then taking a bath, and going from bath time to bedtime. Transitions are when children move from one activity to another. Ann listens to Teresa and struggles to come up with concrete ideas for making outings such as these smoother for everyone. The previous evening, Lily had a tantrum at the end of library story time she wanted to stay at the library longer, looking at picture books, but it was time to go home for dinner. Teresa would like some advice on how she can get her daughter, Lily, to transition more easily between daily activities. At pickup time, Teresa approaches her daughter’s preschool teacher, Ms.
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