• Summary
  • Contents
  • Subject index

“Teachers of young children will feel validated by this book that explains the issues underlying behaviors that challenge us on a daily basis and shows how to address them effectively.”

-Xiomara S´nchez, NBCT, Dual Language Pre-K Teacher, Darwin Elementary School, Chicago, IL

“Covers the breadth of children's behaviors that teachers are likely to see, and describes the major motivators for them very well. The examples and scenarios are highly interesting, meaningful, and transferable to classroom practice.”

-Gail Hardesty, Early Reading First Mentor, Chicago Public Schools, IL

Increase your understanding of children to guide and shape behavior in positive ways!

Teachers are masterful in balancing the diverse backgrounds, social-emotional needs, and academic goals of children in their classroom-that is, if they can only get them to sit still, pay attention, keep their hands off of each other (or out of the fish tank), or a host of other effective aggravations! But creating a classroom of attentive learners takes more than swift discipline-it involves helping children make good behavioral choices by developing their self-control rather than controlling them to make the choices we prefer.

Difficult Behavior in Early Childhood offers insight into understanding why certain children behave in certain ways, so teachers can react appropriately to individual behaviors and needs. In an engaging, conversational tone, the book covers:

Reconciling the different behavioral expectations of families and schools; Applying timeout effectively; Motivating children immediately and powerfully; Establishing and following through with boundaries; Developing behavior incentive plans that work; Identifying early signs of depression, anxiety, grief, and special needs

Through informed practice, teachers can bring about positive behavioral change and healthy, productive development.

Before Timeout: Understanding Children's Sense of Time
Before timeout: Understanding children's sense of time

For young children, there are only two types of time:

“Now” and “Not Now”

Things that happened before = Not Now

Things that will happen later = Not Now

“Not Now” = “Not Relevant”

What Is Relevant?

NOW and ONLY NOW

NowNot Now
“This candy is yummy. I want another piece.”“If you eat all that candy, you'll get sick later.”
“I love chocolate!”“Remember you ate too much chocolate cake at Toni's birthday party, and you threw up.”
“I wanna keep playing on the playground!”“If you don't come inside, you won't find out what Chris brought for Show and Tell.”
“Give me the paintbrush!”“Dana's using the paintbrush now. She'll give it to you when she's done.”
Children's Sense of Time

Children's developmental sense of time ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles