Instructing Infant Aggressive Behavior: Helping Infants and Infants
- Infants' aggressive behavior often occurs because their emotional control and expression skills are still growing rather than intentionally.
- When coaching, it's a good idea to organize the situation and find a solution with the affected infant, rather than scolding the infant separately.
- Teachers and parents need to react in the same way to help change behavior.
Contents
Who should the teacher go to first, the child who pushed his friend down while playing block, and the child who was crying? It's always a difficult scene for early childhood teachers and prospective teachers. This article outlines the causes of infant aggression and how to guide infants to help together.
Why infants behave aggressively
It is often a characteristic of the developmental process rather than a behavior caused by a bad child being hit, pushed, bitten, or stolen in infancy. The ability to verbalize what you want, the ability to control angry feelings, and the ability to count your friends is still growing. Environmental factors such as tiredness, hunger, and changes in the home also influence it. I also learn by watching other people's aggressive behavior, and this process is well explained by Bandura's social learning theory.
As children spend more time in institutions, the way teachers handle conflict situations has a greater impact on their child's social development. That's why many institutions are taking the time to train teachers and educate parents to learn consistent teaching methods together.
Types of Infant Problem Behavior
| Type | Yes |
|---|---|
| Externalizing behavior | Hit, Push, Throw, Steal, Scream |
| Internalizing Behaviors | Atrophy, excessive anxiety, trying to be alone |
| Other Behaviors | Excessive swearing, rejection of rules, difficulty paying attention |
Aggressive behavior is prominent in externalizing behavior, but internalizing behavior such as atrophy can occur in a child who suffers damage repeatedly, so we need to look at it together.
실습 보고서는 관찰한 사실과 내 생각을 나눠 쓰면 정리가 깔끔하더라고요. 실습이 끝난 뒤 배운 점 세 가지를 정리해 본 게 저한테는 도움이 됐어요.
Steps to Help Infants Offended and Infants Affected Together
- Stop and be safe: Make sure you're not hurt, and stop attacking calmly but decisively.
- Emotional Acknowledgement: Verbalize the feelings of both children, such as “You're angry because you took away the blocks” and “You're sick and surprised because you were pushed away.”
- Listen to the situation: The two children are asked in turn what happened, and the teacher gives them a short summary.
- Find a solution: “How can I play with both?"And together, we decide what the kids came up with.
- Watch and encourage: Help people continue to play in the right way, and praise them when they do well.
The injured infant also needs to be in this process so that they can practice speaking their mind without misunderstanding “I was wrong and right.”
How to connect with parents
If you repeat the attack, you have to share the situation with your parents. Instead of just communicating the results, such as, “The child hit me again,” it is better to tell me specifically when, under what circumstances, and how the teacher taught me. Children feel less confused when you have them react the same way and say the same thing at home. Parents of affected infants are encouraged to share how their child has been helped and their protection plans for the future.
Assignment structure and reference materials
The life guidance task is a type of infant problem → behavior Cause of → aggressive behavior Inflicted infant guidance → Damage Infant guidance If written in the order of coordination between the → teacher and the parent, the sense of field is revived. When putting in real observations, keep the child's name and institution unknown. The Campus-Down Infliction and Damage Infant Guidance Methods Resource on page 6 outlining the types of infant problem behaviors, effective ways to coach infants, and how to guide teachers and parents together can help you organize the map steps for those who are preparing infant life maps or children's life guidance tasks.
FAQ
Why is my toddler hitting her friend?
Emotional control and verbal expressions may be in the process of growing up, environmental factors such as tiredness, or learning to imitate the actions of others.
Do I need to coach the offending infant and the affected infant separately?
It's a good idea to organize the situation together. Even an injured infant can speak their mind and know that it's not their fault.
What should I look for when stopping aggressive behavior?
Stop calmly but decisively, and don't scold or stigmatize your friends.
How can I tell my parents?
Be specific about the situation and how the teacher will guide you, rather than just the outcome, and work together to respond in the same way at home.