Why are Some Children More Challenging than Others


ECE 201 Intro to Early Childhood Behavior Management (ACP 1224A)



Why are Some Children More Challenging than Others?

The three risk factors which influence behavior are Abuse, Difficult pregnancy, and trauma. Abuse sends a message to the child that “I don’t like you,” and it causes a child to be always “on guard” and hyper vigilant. Stress from difficult pregnancy alters our brain chemistry, and it can impact an unborn child. A study of pregnant women diagnosed with “just” depression and anxiety showed altered levels of serotonin, dopamine, etc. when they were mid-way through their pregnancy. A test on their 1-month-old newborn showed that the baby’s levels of those chemicals were identical to their stressed-out mommy! Abuse also forces children into a position of having to “hide the family secret”. This prevents children from having real relationships and has life-long effects. And because our ability to form healthy social relationships is learned, abused children are deprived of many skills necessary to navigate the social world. Their entire concept of a relationship is distorted. This leads to problematic relationships in life and even on the job. Another disturbing aspect of abuse is the experiential restraint it puts on children. If a child fears doing anything new because of the chance that it will lead to a violent attack or because an abusive parent keeps extremely tight control over them, the child will lose his or her sense of curiosity and wonder at the world and will stop trying new things and exercising his or her mind. That child will never achieve his or her intellectual potential. Children have different levels of resiliency or hardiness and different personality attributes, so different children respond differently to similarly abusive situations.

From early infancy through adulthood, trauma can alter the way we view ourselves, the world around us, and alter how we process information and the way we behave and respond to our environment. Without intervention these cognitive processes and behavioral responses can lead to learning deficiencies, performance problems, and problematic behavior. If a child or student who has been traumatized it becomes difficult to follow directions, focusing, attending retaining and recalling verbal information become very difficult. Its keep them powerless, hopeless, under constant threat also impact school students and staff. Analyze strategies teachers may use to support the process of changing or replacing behaviors making a graph with the children name their behavior the date getting everyone that comes in contact with the children involved create a convene team family, teacher, principals, social worker, and the bus driver if that child should ride the school bus. Identify the problem the children may have set goals for what you may want the child at achieve. Observed the child behavior and the changes they are making during the week .Identify the functions of the behavior, design a behavior support plan, Implement and monitor the plan evaluate the outcome of each child. Gain the trust from the family of each child that you come in contact with cooperation by learning about their daily lives, culture understanding the roles of each family member. Help the family recognize you’re on their side and going to do everything in your power to help their child that you will get the best resource you can for him getting what he need to be able to accomplish what is need to move to the next grade level. The teacher would be respsonble for implementing the plan for Ron. And if what I have put in place don’t work than I would try working with him in a smaller setting.


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B. Kaiser & J.S. Rasminsky (2012). Challenging Behavior In young Children (3rd ed.).Upper Saddle River: Pearson Education, Inc.

The National Institute for Trauma and loss in Children


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