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Environmental Strategies to Promote Appropriate Behaviors and Social Interaction in Young Children

Year 2021, Volume: 3 Issue: 1, 113 - 120, 15.12.2021
https://doi.org/10.37233/TRSPED.2021.0115

Abstract

Research suggests an increase in challenging behaviors among young children in early care and education settings (Granja et al., 2018). Challenging behaviors in early years are among the strongest predictors of more serious problem behaviors later in life (Brennan et al., 2015). High-quality, safe, responsive, and nurturing early care and education environments are critical to support development, engagement, and learning of young children with and without disabilities. Well-organized and engaging classroom environments help to prevent or decrease rates of challenging behaviors of young children by promoting appropriate behaviors and social interactions (Powell et al., 2006). Unfortunately, many practitioners working in early care and education settings are unsure how to create environments that support children’s engagement and prevent challenging behaviors they exhibit (Steed and Roach, 2017). This practice brief offers recommendations and strategies for practitioner to design more engaging and developmentally appropriate classroom environments to support appropriate behaviors and prevent challenging behaviors of young children.

References

  • Bovey, T., & Strain, P. (2003). Using environmental strategies to promote positive social interactions (What Works Brief Series No. 6). Center on the Social and Emotional Foundations for Early Learning.
  • Brennan, L. M., Shaw, D. S., Dishion, T. J., & Wilson, M. N. (2015). The predictive utility of early childhood disruptive behaviors for school-age social functioning. Journal of Abnormal Child Psychology, 43(6), 1187-1199. https://doi.org/10.1007/s10802-014-9967-5
  • Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/dec-recommended-practices
  • Gould, P., & Sullivan, J. (1999). The inclusive early childhood classroom: Easy ways to adapt learning centers for all children. Gryphon House, Inc.
  • Granja, M. R., Smith, S., Nguyen, U., & Grifa, B. (2018). Learning about young children's challenging behavior and impacts on programs and families: A state-wide survey of Virginia's early care and education teachers. National Center for Children in Poverty, Mailman School of Public Health, Columbia University.
  • Hamilton, D. (2005). An ecobehavioural analysis of interactive engagement of children with developmental disabilities with their peers in inclusive preschools. International Journal of Disability, Development and Education, 52(2), 121-137. https://doi.org/10.1080/10349120500086363
  • Hemmeter, M. L., Ostrosky, M., & Fox, L. (2020). Unpacking the pyramid model: A practical guide for preschool teachers. Brookes Publishing.
  • Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36(3), 133-146. https://doi.org/10.1177/0271121416653386
  • Hnatiuk, J. A., Salmon, J., Hinkley, T., Okely, A. D., & Trost, S. (2014). A review of preschool children’s physical activity and sedentary time using objective measures. American Journal of Preventive Medicine, 47(4), 487-497. https://doi.org/10.1016/j.amepre.2014.05.042
  • Kaiser, A. P. (2007). Addressing challenging behavior: Systematic problems, systematic solutions. Journal of Early Intervention, 29(2), 114-118. https://doi.org/10.1177/105381510702900204
  • McCabe, J. R., Jenkins, J. R., Mills, P. E., Dale, P. S., & Cole, K. N. (1999). Effects of group composition, materials, and developmental level on play in preschool children with disabilities. Journal of Early Intervention, 22(2), 164-178. https://doi.org/10.1177/105381519902200208
  • McWilliam, R. A., & Bailey Jr, D. B. (1995). Effects of classroom social structure and disability on engagement. Topics in Early Childhood Special Education, 15(2), 123-147. https://doi.org/10.1177/027112149501500201
  • Meadan, H., Ostrosky, M. M., Triplett, B., Michna, A., & Fettig, A. (2011). Using visual supports with young children with autism spectrum disorder. Teaching Exceptional Children, 43(6), 28-35. https://doi.org/10.1177/004005991104300603
  • Miller, S., Smith-Bonahue, T., & Kemple, K. (2017). Preschool teachers' responses to challenging behavior: The role of organizational climate in referrals and expulsions. International Research in Early Childhood Education, 8(1), 38-57.
  • Mitchell, D. B., & Hauser-Cram, P. (2009). Early predictors of behavior problems: Two years after early intervention. Journal of Early Intervention, 32(1), 3-16. https://doi.org/10.1177/1053815109349113
  • Powell, D., Dunlap, G., & Fox, L. (2006). Prevention and intervention for the challenging behaviors of toddlers and preschoolers. Infants & Young Children, 19(1), 25-35.
  • Smith, B., & Fox, L. (2003). Systems of service delivery: A synthesis of evidence relevant to young children at risk of or who have challenging behavior. Center for Evidence-Based Practice: Young Children with Challenging Behavior, University of South Florida.
  • Steed, E. A., & Roach, A. T. (2017). Childcare providers' use of practices to promote young children's social–emotional competence. Infants & Young Children, 30(2), 162-171. https://doi.org/10.1097/IYC.0000000000000092
  • Williams, P., Sheridan, S., & Pramling Samuelsson, I. (2019). A perspective of group size on children’s conditions for wellbeing, learning and development in preschool. Scandinavian Journal of Educational Research, 63(5), 696-711. https://doi.org/10.1080/00313831.2018.1434823

Küçük Çocuklarda Uygun Davranışları ve Sosyal Etkileşimi Desteklemek İçin Çevresel Stratejiler

Year 2021, Volume: 3 Issue: 1, 113 - 120, 15.12.2021
https://doi.org/10.37233/TRSPED.2021.0115

Abstract

Araştırmalar, erken çocukluk bakım ve eğitim ortamlarında küçük çocuklar arasında zorlayıcı ve problem davranışlarda bir artış olduğunu göstermektedir (Granja vd., 2018). Erken çocukluk döneminde ortaya çıkan ve önlenmeyen zorlayıcı davranışlar, ilerleyen yaşlarda ortaya çıkan daha ciddi problem davranışlarının en güçlü yordayıcıları arasındadır (Brennan vd., 2015). Yüksek kaliteli, güvenli, duyarlı ve besleyici erken bakım ve eğitim ortamları, özel gereksinimi olan ya da normal gelişim gösteren küçük çocukların gelişimlerini, katılım davranışlarını ve öğrenmelerini desteklemek için çok önemlidir. İyi organize edilmiş ve ilgi çekici sınıf ortamları, uygun davranışları ve sosyal etkileşimleri teşvik ederek küçük çocukların zorlayıcı davranışlarını önlemeye veya azaltmaya yardımcı olur (Powell vd., 2006). Ne yazık ki, erken bakım ve eğitim ortamlarında çalışan birçok uygulamacı, çocukların aktif katılımlarını destekleyen ve sergiledikleri problem davranışları önleyen ortamları nasıl yaratacaklarından emin değiller (Steed ve Roach, 2017). Bu uygulama özeti, uygulamacılara, uygun davranışları desteklemek ve küçük çocukların zorlayıcı davranışlarını önlemek için daha ilgi çekici ve gelişimsel olarak uygun sınıf ortamları tasarlamaları için öneriler ve stratejiler sunmaktadır.

References

  • Bovey, T., & Strain, P. (2003). Using environmental strategies to promote positive social interactions (What Works Brief Series No. 6). Center on the Social and Emotional Foundations for Early Learning.
  • Brennan, L. M., Shaw, D. S., Dishion, T. J., & Wilson, M. N. (2015). The predictive utility of early childhood disruptive behaviors for school-age social functioning. Journal of Abnormal Child Psychology, 43(6), 1187-1199. https://doi.org/10.1007/s10802-014-9967-5
  • Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/dec-recommended-practices
  • Gould, P., & Sullivan, J. (1999). The inclusive early childhood classroom: Easy ways to adapt learning centers for all children. Gryphon House, Inc.
  • Granja, M. R., Smith, S., Nguyen, U., & Grifa, B. (2018). Learning about young children's challenging behavior and impacts on programs and families: A state-wide survey of Virginia's early care and education teachers. National Center for Children in Poverty, Mailman School of Public Health, Columbia University.
  • Hamilton, D. (2005). An ecobehavioural analysis of interactive engagement of children with developmental disabilities with their peers in inclusive preschools. International Journal of Disability, Development and Education, 52(2), 121-137. https://doi.org/10.1080/10349120500086363
  • Hemmeter, M. L., Ostrosky, M., & Fox, L. (2020). Unpacking the pyramid model: A practical guide for preschool teachers. Brookes Publishing.
  • Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36(3), 133-146. https://doi.org/10.1177/0271121416653386
  • Hnatiuk, J. A., Salmon, J., Hinkley, T., Okely, A. D., & Trost, S. (2014). A review of preschool children’s physical activity and sedentary time using objective measures. American Journal of Preventive Medicine, 47(4), 487-497. https://doi.org/10.1016/j.amepre.2014.05.042
  • Kaiser, A. P. (2007). Addressing challenging behavior: Systematic problems, systematic solutions. Journal of Early Intervention, 29(2), 114-118. https://doi.org/10.1177/105381510702900204
  • McCabe, J. R., Jenkins, J. R., Mills, P. E., Dale, P. S., & Cole, K. N. (1999). Effects of group composition, materials, and developmental level on play in preschool children with disabilities. Journal of Early Intervention, 22(2), 164-178. https://doi.org/10.1177/105381519902200208
  • McWilliam, R. A., & Bailey Jr, D. B. (1995). Effects of classroom social structure and disability on engagement. Topics in Early Childhood Special Education, 15(2), 123-147. https://doi.org/10.1177/027112149501500201
  • Meadan, H., Ostrosky, M. M., Triplett, B., Michna, A., & Fettig, A. (2011). Using visual supports with young children with autism spectrum disorder. Teaching Exceptional Children, 43(6), 28-35. https://doi.org/10.1177/004005991104300603
  • Miller, S., Smith-Bonahue, T., & Kemple, K. (2017). Preschool teachers' responses to challenging behavior: The role of organizational climate in referrals and expulsions. International Research in Early Childhood Education, 8(1), 38-57.
  • Mitchell, D. B., & Hauser-Cram, P. (2009). Early predictors of behavior problems: Two years after early intervention. Journal of Early Intervention, 32(1), 3-16. https://doi.org/10.1177/1053815109349113
  • Powell, D., Dunlap, G., & Fox, L. (2006). Prevention and intervention for the challenging behaviors of toddlers and preschoolers. Infants & Young Children, 19(1), 25-35.
  • Smith, B., & Fox, L. (2003). Systems of service delivery: A synthesis of evidence relevant to young children at risk of or who have challenging behavior. Center for Evidence-Based Practice: Young Children with Challenging Behavior, University of South Florida.
  • Steed, E. A., & Roach, A. T. (2017). Childcare providers' use of practices to promote young children's social–emotional competence. Infants & Young Children, 30(2), 162-171. https://doi.org/10.1097/IYC.0000000000000092
  • Williams, P., Sheridan, S., & Pramling Samuelsson, I. (2019). A perspective of group size on children’s conditions for wellbeing, learning and development in preschool. Scandinavian Journal of Educational Research, 63(5), 696-711. https://doi.org/10.1080/00313831.2018.1434823
There are 19 citations in total.

Details

Primary Language English
Subjects Special Education and Disabled Education
Journal Section Articles
Authors

Serife Balıkcı 0000-0003-3740-8037

Publication Date December 15, 2021
Published in Issue Year 2021 Volume: 3 Issue: 1

Cite

APA Balıkcı, S. (2021). Environmental Strategies to Promote Appropriate Behaviors and Social Interaction in Young Children. Turkish Journal of Special Education Research and Practice, 3(1), 113-120. https://doi.org/10.37233/TRSPED.2021.0115