FINALHDFS

stages in acquiring gender typed behavior

0-2.5 -ability to discriminate males from females emerges and improves -child accurately labels self as boy or girl -some gender stereotypes emerge -gender-typed toy/activity preference emerges -preferences for same-sex playmates emerge (gender segregation) 3-6 -conservation of gender (recognition that one's gender is unchanging) emerges -gender stereotyping of interests, activities, and occupations emerges and becomes quite rigid -gender-typed play/toy preferences become stronger, particularly for boys -gender segregation intensifies 7-11 -gender stereotyping of personality traits and achievement domains emerges -gender stereotyping becomes less rigid -gender segregation continues to strengthen -gender-typed toy/activity preferences continue to strengthen for boys but girls develop (or retain) interest in some masculine activities 12+ -gender identity becomes more salient, reflecting gender, intensification pressures -intolerance of cross-sex mannerisms increases early in adolescence -gender stereotyping becomes more flexible in most respects later in adolescence -conformity to gender-typed behaviors increases early in adolescence, reflecting gender intensification -gender segregation becomes less pronounced

stages in acquiring racial awareness

2-3 -more aware of others' physical characteristics and cultural behaviors as different from themselves -may be afraid of others who are different in skin color or who exhibit physical disabilities 4 -growing curiosity about how they are like and different from other children -think about and develop reasons for the cultural/physical differences they see -begin to classify people by physical characteristics -negativity/fears related to differences 5 -deepening awareness of general, racial, ethnic, and ability differences and similarities -growing awareness of socioeconomic class, age, aging -reflection about reasons why people are different from each other -absorption and use of stereotypes 6 -likely to share family's classification for people but may still be uncertain about why specific people are put into one category or another -exercise discrimination against others, based on identities -begin to understand own emerging group identity and that others have an ethnic and lifestyle identity as well 7-8 -increased interest in others' religions, lifestyles, and traditions -beginning to appreciate deeper structural aspects of culture if presented concretely through stories about real people -growing cognition allows understanding that there are different ways to meet common human needs -increased in-group solidarity -may experience tension or conflict with others based on gender, race, ethnic identity, socioeconomic class, as well as biases against certain groups because of disabilities, ethnic, religious, socioeconomic differences

developmentally-appropriate practice

AGE APPROPRIATE PRACTICES age makes a difference in what children know and what they can do must take into account age appropriateness to make decisions that will support motor skills, cognitive understandings, language abilities, and social skills allows you to make reasonable assumptions of what might be safe, interesting, achievable, and challenging for children at different times in their lives INDIVIDUALLY APPROPRIATE PRACTICES the kinds of experiences children have, the amount of experience they acquire, the quality of that experience, and its outcomes all combine to yield a different result for each child thinking about children as individuals enables you to adapt programs and strategies appropriately and to be responsive to the variations that exist among children in a group CULTURALLY APPROPRIATE PRACTICES look at children within the context of their family, community, and culture to effectively support their development of social competence when we ignore the cultural facets of children's lives, we lose access to the rich background children bring with them from home make a special effort to learn about the cultural backgrounds of the children in your charge to help interpret children's behaviors, emotions, and needs more accurately and respectfully

interplay of biology and learning on aggressiveness

BIOLOGY studies indicate that a person's tendency to be more more less aggressive is genetically influences temperament - some children more emotionally intense than others; reactions to events more extreme and have greater difficulty letting go of strong emotions LEARNING reinforcement and direct experience: when other children or adults give in by withdrawing from the conflict or yielding to the aggressor's wishes, the child's aggression is rewarded; teach both aggressors and victims that hurtful actions are effective; if such behavior continues to be rewarded, children who demonstrate aggression develop feelings of power that further reinforce their negative actions modeling and observational experience: learn how to be aggressive by watching others; models may be adults or peers in their family, at the center, at school, or in the community; children may see television programs or experience aggression directly when they are smacked, shaken, or shoved as punishments for misbehavior

key aspects of planning the physical environment

STRUCTURING SPACE AND MATERIALS - buildings, furnishings, materials, and elements of the natural environment are concrete, visible resources that can be manipulated to facilitate the social competence of children -buildings and grounds -maintaining health and safety -adjusting interior spaces to promote social development -walls: color influences mood and the climate of the space -light: adding lamps rather than large lights -sound control: noisy learning environment lead to children's annoyance and fatigue ADJUSTING EXTERIOR SPACES TO PROMOTE SOCIAL DEVELOPMENT - a wider array of motor and social play opportunities and greater independence are often more available outdoors -scaled to the size of the children -designed to promote success and independence -plan multiple opportunities for small and large motor play, construction play, and pretend play -plants, climbing apparatus, toys and equipment ARRANGING FURNISHINGS AND EQUIPMENT - a supportive environment allows children to control their surroundings when appropriate and permits and encourages movement so that children can interact freely with objects and people; plan environments to minimize risk of children -private space - area designed for one or two children to retreat from social interaction - small group space - designed for fewer than 8 children; spaces for sitting and a surface for working -large group space - accommodate all children at one time; participation in whole group helps children to see themselves as part of the larger social network -density - the number of children per unit of space - boundaries and activity areas - help to inhibit running, provide cues to where the child is supposed to participate, curb intrusions and interruptions, and designate appropriate pathways for children to move throughout the room -pathways - arrange activity areas so movement between areas is easily accomplished without interfering with the activities in progress -storage - accessible storage promotes responsibility for the materials and encourages children to care for their environment independently

what to do with child abuse

a disclosure of the suspicion to a designated person within the program: social worker, principle, or director a verbal report to the social agency responsible for children's protective services in a particular community a written report to the social agency with which verbal contact was initiated within two to three days an interview with the child continued investigation with a protective service worker

assertiveness

a socially appropriate alternative to aggression; children express themselves or protect their rights while respecting the rights and feelings of others resist unreasonable demands - "no, I won't give you the brush yet I still need it" refuse to tolerate aggressive acts - "stop calling me names" stand up against unfair treatment - "you forgot my turn" accept logical disagreements - "ok I see what you mean" suggest solutions to conflict - "you can have it in a minute" demonstrate greater social competence and develop more positive feelings about their abilities when they can express themselves effectively and when they can exert some control and influence over others

individualized education program (iep)

a written plan for children older than 3 years of age, broadens the collaboration beyond family members, the service coordinator, and those persons directly providing services to the child usually includes a multidisciplinary assessment team to determine the appropriate educational goals and objectives for a child (one general education teacher, at least one special education teacher, any other member of the school staff required to meet the child's unique needs, an individual who can match evaluation outcomes to specific instructional strategies, the school administrator, and other individuals whose expertise is valued by the parent or school such as a childcare provider) required contents: -a statement of the child's present levels of educational performance -a statement of annual goals and related benchmarks or short-term behavioral objectives -a statement of the specific education and related services and supplementary aids to be provided for the child, and a statement of the program modifications or supports for school personnel that will be provided -an explanation of the extent, if any, that the child will not participate with typically developing peers in the regular classroom -the projected dates for initiation of services and the anticipated frequency, location, and duration of services -the appropriate objective criteria and evaluation procedures -the schedule for determining whether the short-term instructional objectives are being achieved (each child's program must be reevaluated at least once a year)

abuse

actions that are deliberately harmful to a child's well-being physical - assaults on children that produce pain, cuts, welts, bruises, broken bones, and other injuries sexual - force, coercion, cajoling, enticement, and threats, and because children generally trust, respect, and love the adults in their lives, they are easy to manipulate emotional - actions that deliberately destroy children's self esteem

what makes play play?

adaptability, behavioral flexibility, and physical fitness have had great survival value and are practiced and enhanced throughout play better physical condition, have stronger social networks, and are more socially adjusted to their group has its own distinct communication signals and social conventions essential to the growth and development of the social brain

impact of bullying on witnesses

affected by this hostile aggression even when they are not directly involved they learn that bullying pays off for some people may develop feelings of fear, frustration, hopelessness, or anger based on what they see may feel guilty about not doing more to help another child or tangentially powerful if they support the bully's behavior from the sidelines may fear for their own safety or worry they will become a target of the harassment play an important role in determining to what extent bullying is accepted or rejected as a way of life in formal group settings

instrumental aggression

aggression when children are so intent on getting what they want or defending something that their physical or verbal actions inadvertently result in someone getting hurt ....over objects ....over territory ....over rights

hostile aggression

aggression when children deliberately inflict pain on others; hurtful actions or words are intentional attacks aimed at retaliating for perceived insults or at getting a victim to do what the aggressor wants 2 forms: physical aggression - hard to others through physical injury or the threat of such injury relational aggression - damage to another person's status or self-esteem through gossip, lies, or other forms of social manipulation

steps in making an ethical decision

assess the situation - children don't clean well enough because of unfamiliarity to the environment, think about desire for neatness, children's display of pride, pleasure that the children worked together analyze possible strategies in response to it - have children reclean the area, single out children, scold them, or praise them for working together willingly selecting and implementing a strategy - decide to praise children for working together evaluating the outcome - satisfied that response best supposed overall goal of children feeling comfortable in the environment and gave the best effort to clean the materials

building an appreciation of diversity

become acquainted with persons of varying cultural, religious, racial, and developmental backgrounds and use some of the experiences to broaden your understanding build a positive social climate in which both similarities and differences are valued address children's stereotypical remarks directly and in a nonjudgemental manner respond thoughtfully to children's questions about sexuality, ethnicity, disabling conditions, and other differences use correct vocabulary when referring to body parts, cultural groups, or disabling conditions help children develop pride in their own cultural heritage, language, and traditions monitor all teaching materials and activities for racial, cultural, gender-role, religious, and developmental stereotypes honor and highlight individual families in your program

skills for making ethical judgements

become aware of values that are important to you comprehensively assess situations in which a judgement must be made consider alternative strategies in terms of their potential outcomes select and implement a strategy or combination of strategies that supports your overall goals for children and that is based on your priorities for the situation adopt standards that take into account children's age and experience

failing to address bullying

can manifest itself as delinquency and academic failure by middle school significantly more likely as adults to be involved in violent crime, be imprisoned, be involved in domestic violence, abuse their children, and are unable to hold a job

signs of child abuse

child's appearance, behavior, or what they say family indicators - does child say their parents are always angry, do they come to school early and find reasons to stay late may role play behaviors displayed by abusive parents when they are involved in dramatic play or represent abuse in drawings they make may exhibit aggressive behavior, be self abusive, or express suicidal ideas frequent absences from school with no explanation

exploratory behavior - play

children engaged in this type of play are scanning the environment, scrutinizing, feeling, smelling, mouthing, shaking, hefting, moving, operating, probing, or otherwise investigating the nature of the objects at hand three general patterns: procuring objects, manually investigating, and asking questions complexity

likelihood of becoming a victim of bullying

children least able to respond effectively to taunts and physical assaults communication skills are limited and they have few social skills most are socially withdrawn, anxious, submissive, and insecure physically generally weak passive victims - seldom initiate the hostile attack and rarely assert their rights when it happens provocative victims - incite aggressive reactions from others by their volatile, but ineffective responses to social situations become involved in aggressive incidents, their ineffectual responses reinforce the bully's behavior, prompting the cycle of aggression to continue

play with objects - play

children of all ages will play with anything and can occur anywhere play context includes space, materials, time, and other people playthings are reduced in size or simplified, replicated, or structured to make basic concepts clear (toy stove, toy truck) toys can be symbolic and represent family relationships, behavior, a child's self identity, or transmit cultural values developmental changes: -motor behavior is repetitive and mouthing is used -objects are systematically explored -actions begin to be appropriate for objects -objects that have functional relationships are combined -action patterns are combined to form larger sequences (stirring, pouring, washing) -action patterns are applied to self (may be simple pretending - eating or sleeping) -action patterns are applied to others or to replicas (doll eats) -the ability to act is attributed to replicas (doll feeds teddy bear) -objects that are not present, but are needed to complete a logical sequence are "invented" (pretends a spoon to stir with) -objects are transformed for use in sequences (uses pencil for spoon)

dramatic play - play

children share goals, a theme, and materials; pretend play - sociodramatic play pragmatist - stops and complies with adults request when play time is over fantasizer - has difficulty leaving the imaginative mode and may resist change by ignoring the adult and may appear distracted or distressed when forced to comply object substitution - acquire the ability to substitute one object for another or transform one object into another object invention - imitate its use through actions even when no object is at hand; storing action above a bowl to invent a spoon changes of time and place - transform time and setting during play; little girl grows into teenager in seconds role-playing - functional role (does not contain a permanent identity or personality, a person driving a truck) character role (behavioral sequences appropriate for the part, family roles occupational roles or fictional roles)

play with movement - play

composed of fundamental motor skills in combinations that improve strength, endurance, balance, and coordination practice play - behavior repeated over and over, usually in the presence of peers; what is practiced varies as time goes on, but each next attempt is different from the last and children develop different skills rough and tumble play - children run, hop, jump, fall over, chase, flee, wrestle, hit, laugh, and make faces; children engaged are usually laughing, smiling, and joyous; contributes to maintaining friendships; contributes to children's ability to accurately read the nonverbal messages and subtle cues from others; contributes to motor training, particularly in physical fitness and strength

individualized family service plan (ifsp)

developed for children from birth to 3 years and requires a highly collaborative process between the family and a service coordinator to identify and organize the most effective resources available to support a child's optimal development must include a family-directed assessment of the family's resources, priorities, and concerns and must respect the families beliefs and values usually includes: -the family's strengths and preferred resources -the family's concerns and priorities -the child's strengths and present levels of development -IFSP outcomes (goals of family) -a transition plan to the next set of services -statement of eligibility -family permission for implementation of plan (signature) -a list of the IFSP participants

benefits of inclusion for children without disabling conditions

enhance social competence so that they may later live more comfortably an successfully in the mainstream of society promote the acceptance of children with disabilities through reduction and removal of social stigma if well monitored and structured, can result in true understanding and friendships between children with different abilities if not well structured and monitored, may result in children with disabilities being the victim of inattention, being overprotected, or being stereotyped

the ecological principle

everything affects and is affected by everything else context affects the development of social competence

neglect

failure to appropriately meet children's basic needs physical - failure of adults to provide adequate food, clothing, shelter, medical care, and supervision for children emotional - failure of adults to meet children's needs for affection and emotional support medical - fail to meet children's need for medical attention in cases of acute or chronic disease

characteristics of bullies

fearless, coercive, and impulsive -use aggression to achieve a goal and revel in their success -often have high self-esteem based on their powerful status inferior and insecure -use aggression to mask these feelings and dominate others -expect aggression to get them what they want and feel justified using hostile acts to assert their will background may show that they have been victims of bullying themselves in another time and place children who have few boundaries, gaining an impression that they can do anything they like

how goals, strategies, and standards relate to ethical judgements

goals - fostering self regulation, interpersonal skills, positive self identity, social values, cultural competence, planning, and decision making skills; create goals for individual children as well as entire group, but sometimes have to make ethical judgements when goal can't meet both needs > teacher wants children to demonstrate control by waiting to get called on, a shy child who the teacher encouraged to be more assertive blurts out the answer and the teacher has to decide whether to support the group goal or the one established for the shy girl strategies - to pursue the goals of children is the strategy suited to achieving a goal? is it effective? how compatible are the strategies implemented for one goal with those for another goal? can a planned strategy be carried out? standards - established when decide that a certain amount of a behavior or a certain quality of behavior represents goal attainment; should the same standards be applied to all children? when should a standard be changed? when competing standards exist which standard should prevail?

accidental aggression

hurting another unintentionally in the process of play

helping children to make decisions, plan, implement and evaluate

identify opportunities for children's participation in planning use affective and behavior reflections to help children clarify the problem assist children in identifying possible alternatives; use open ended questions as necessary encourage children to make specific plans to implement their decisions provide sufficient time for children to cooperate in planning group efforts or making complex plans review or summarize the plan with the children use reflections and open-ended questions to support children's evaluations of their plans xcxc

aggression in boys and girls

in their first year, little girls and little boys are equally aggressive between 15 months and 2 years, sex-linked differences in aggression become apparent; both boys and girls are aggressive, but they express their aggression in different ways males are more physically aggressive than females; they use physical force and verbal threat more often than females do and are more likely to strike back when aggression is aimed at them similar differences in physical aggression are found between the sexes across social classes and cultures worldwide females are more relationally aggressive than males; they are more likely to gossip, snub, or ostracize a peer, or say mean things to assert their power or respond to insult/injury relational aggression by females appears at levels equal to the physical aggression more typical of males males greater concentrations of testosterone, physical strength, and more vigorous motor impulses may contribute to higher levels of physical aggression physical aggression is more approved and reinforced for boys that girls; it is more socially acceptable for girls to manipulate and sabotage an adversary's self esteem or status both males and females who display high levels of aggression tend to be rejected by their peers

games - play

involve other players, have rules, and are eminently social develop gradually as children's social skills mature, from the simple turn-taking of toddlers to the complex games of older children

humor - play

limited by experience and cognitive development; strengthens group bonds, rechannels feelings of aggression into socially acceptable humor, and provides a way for children to control people and situations exaggeration - enlarging of the story or motion so that it is beyond relief admonishing children to stop being silly or quit fooling around inhibits the development of humor the skill and confidence that children develop in this area enables them to participate successfully in a variety of social situations

effective strategies for reducing children's aggression

modeling reinforcement direct instruction: - reducing frustration -helping children feel more competent -teaching prosocial behaviors -help children recognize instances of accidental aggression >rechanneling expressive aggression >help children de-escalate potentially aggressive play, making it clear that aggression is not acceptable >teaching children alternatives to gunplay >teaching children to generate potential responses to the aggression of others >teaching alternatives to aggression through planned activities >teaching alternatives to aggression through conflict mediation

construction play - play

occurs when children make or build something young children - learn to connect objects together and stash and knock down blocks and build both vertically and horizontally older children - construct own games and do creative writing; build sets, make costumes, and put on their own plays

ineffective strategies for reducing children's aggression

physical punishment - to discourage childhood aggression, rely on practices that cause children physical discomfort, such as swatting or shaking them roughly; the assumption is that children will become less aggressive to avoid a spanking or other consequences, but evidence shows that physical punishment often has the opposite effect ignoring aggression - ignore in hopes that eventually it will go away, but research shows that when adults disregard children's antisocial acts, aggression increases; unrestricted aggression is self-perpetuating and leads to more, not fewer incidents of hurtful behavior among children displacement - involves having children who are angry and aggressive displace their anger from its original source to some "safe" target such as a pillow; children who displace angry feelings are not learning how to deal with the real problem at hand and fail to develop problem solving strategies or the means to prevent future conflicts inconsistency - adults who are haphazard in their approach promote increased aggression; sticking to the rules today and ignoring them tomorrow or coming down on one child while avoiding confrontation with another leads to confusion and frustration; aggression will go up and down

how does play foster positive physical, cognitive, language, emotional, and social development

play leads development and calls forth opportunities for new competencies to be explored, modified, practiced, or even discarded for more effective strategies as children mature, they recognize fair and unfair treatment, and they gradually develop ethical identities learn self control and social competence motor competence, cognitive functioning, and social skills grow and change as they engage with others and play things

facilitation dimension

process of creating emotionally supportive relationships with children; the basis for any successful interaction with children 5 elements - AWARE Acceptance Warmth Authenticity Respect Empathy

action dimension

process of teaching children to maintain or change their behavior educating children and helping them to develop in all developmental domains and construct their own knowledge and conceptual understandings

what makes hostile aggression different from the other 3 aggressions

routinely uses hurtful actions such as rejection, name calling, or intimidation to exert power over others

adult role/effective strategies for enhancing play

schedule playtime in segments that are long enough for play concepts to be developed provide adequate space for the number of children to play provide the props, materials, and the necessary information for children to create a variety of sociodramatic play scenarios rotate playthings use verbal and nonverbal prompts from outside the play frame extend object play by imitating what the child is doing, then vary the activity a little suggest that children use specific play signals to initiate or sustain play withdraw from the play and resume an observer role once the play is well underway be accepting of young children's humor make suggestions to further the goals of children such as pointing out a problem or restating game rules

adjusting the physical environment

selecting specific materials appropriately and organizing and displaying them carefully are strategies teachers use to prevent frustration, interpersonal conflict, property damage, and physical risks make adjustments based on individual or group needs as children interact within the space, use equipment, and engage in the activities with materials in meaningful ways adding: photographs of each child's family or of the local community, artifacts that represent cultural heritage, fresh flowers or living plants and animals; on-the-spot adjustments are made daily by adding new materials to support problem solving skills and social interactions taking away: removing items that are being misused or that are a distraction to minimize potentials for frustration or conflict childproofing: providing the necessary adjustments to ensure the safety of the children; usually done before children enter the environment

controllable dimensions

soft-hard: responsiveness of the texture to touch; younger children are more at ease in a softer setting (pillow, upholstered chair) and gradually learn how to behave in the more formal hard settings (cement, tricycle) open-closed: degree to which the material itself restricts its use; closed materials have only one use (puzzle) and open has unlimited outcomes (blocks, ball) simple-complex: the number of components and their variety; describes the material in terms of the number of alternatives that can be generated simple (ladder, doll dress) complex (large climber with different activities) seclusion-intrusion: children who are overcome by the stress of continuous interaction act up, cry, or daydream to escape for short periods seclusion (private space learning center, single stall toilet) intrusion (sounds of children moving outside of room, lab with visitors) high mobility-low mobility: degree of opportunity for children to physically move their bodies in a learning center high mobility (gym, playground, tricycle) low mobility (writing center, reading center)

5 attributes of a professional

specialized knowledge demonstrated competence standards of practice continuing education ethical code of conduct

the 7 - step model for conflict mediation

step 1 - initiating the mediation process stop the aggressive behavior, separate children, and define the problem; establish mediator role and neutrally object, territory, or right step 2 - clarifying each child's perspective ask each child in turn to state what he or she wants from the situation, paraphrase to other child; clarify each child's perspective step 3 - summing up when the adult has enough information to understand both sides, the adult defines the problem in mutual terms, implying that each child is responsible for both the problem and its solution step 4 - generating alternatives generate several possible alternatives, encourage conflicted children and bystanders for alternatives step 5 - agreeing on a solution explore the possibilities and get the children to agree on a mutually acceptable plan step 6 - reinforcing the problem solving process praise the children for developing mutually acceptable solution step 7 - follow through help children carry out the terms of the agreement

the daily schedule

supports children's ability to act autonomously - events can be predicted, expectations for behavior are clear, contribute to children's sense of safety and security; predictability of a routine offers emotional security to young children transitions - children may be confused about how to behave after one activity is over and before another begins; group a variety of activities together in a larger time period and allow children to change activities individually; blocks of time allow children to finish tasks and provide for individual differences in speed; makes waiting minimal and helps with children's short attention spans how to transition effectively - >plan carefully by teaching transitions carefully so that each child develops relevant habits related to that transition >provide enough time for transitions to be completed without rushing >give clear, precise directions and make sure the children understand what you are asking of them >alert children when transitions are coming >tell children what is coming next to increase their ability to predict what will happen in the future rate - the number of transitions that take place during the day intensity - the amount of change within a time segment and the degree to which children must attend to an adult

bully prevention effective strategies

take destructive behavior seriously intervention (when bullying is happening) must be combined with prevention (creating a bully free program) to have the greatest impact clear boundaries and consistent expectations -children must be told behavior will not be tolerated strategies for controlling impulses: self talk, identification of emotions, cue detection, consequences -assertiveness training and coaching

social competence

the ability to recognize, interpret, and respond appropriately in social situations 1. interpersonal skills 2. personal identity 3. self-regulation 4. planning, organizing, and decision-making skills 5. cultural competence 6. social values 7. emotional intelligence

onlooker - play

the child actively observes other children and sometimes talks with them

associative - play

the child interacts with other children around a similar, but not identical, activity; Niki rides his truck back and forth near a block construction where Dennis and mark are working and occasionally comments on what they're doing

unoccupied behavior - play

the child is not engaged in any task or social participation; most time is spent looking around or wandering around, but with no specific task

cooperative or organized supplementary - play

the child plays in a group to make some material product or to strive for some common goal

parallel activity - play

the child plays independently, but other children engaged in the same activity are nearby; nonverbal contact is common; two children putting puzzles together on the same table is typical of this type of play

solitary - play

the child plays with toys alone and independently, without interacting with others; children use their intelligence and problem-solving abilities to engage with objects or to pretend alone

public law 94-192

the education for all handicapped children act provides services for children between the ages of 3 and 21, but focuses largely on children 6 years of age or older ensures services for all children with disabilities, including at-risk infants and toddlers with handicapping conditions and special needs and preschoolers in need of services added the categories of autism and traumatic brain injuries

legality of corporal punishment in public schools in America

there has been a steady decline in the number of programs that advocate for it in early 1970s, corporal punishment was available in every state as a disciplinary tool for workers in schools, childcare centers, and family childcare homes today 30 states have laws or regulations banning corporal punishment in public schools studies conducted by medical, psychology, and education scientists consistently report that school-based corporal punishment yields negative outcomes; children subjected to physical punishment become increasingly aggressive, coercive, and destructive

two fold purpose of inclusion

to enhance their social competence so they can later live more comfortably and successfully in the mainstream society to promote the acceptance of children with disabilities through reduction and remove social stigma --- making this a reality requires a collaborative approach with constructive attention to ensuring access to services, developing and enforcing quality assurance standards, and training personnel and administrators in appropriate strategies for meeting the needs of extremely diverse populations of children

bullying

type of hostile aggression prolong misuse of influence by one person or group of persons over another children routinely and deliberately use hurtful actions such as rejection, name-calling, or physical intimidation to exert power over others

expressive aggression

unintentional harm to things or people that happens as a result of a physical action that is a pleasurable sensory experience for the aggressor.

extreme behavior

what it looks like: -presence of self-destructive behaviors and cruelty to others/animals: inflicted on self and result in physical injury or mental damage -sudden drastic changes in behavior patterns: generally happy, responsive child who becomes withdrawn and fearful; actions are out of character and signals a need for closer scrutiny -age-atypical behavior: behavior that reappears or continues to exist long after one would expect a child to have outgrown; outbursts, betwetting -intense behavior: problem behaviors are considered normal if occasional and brief, but labeled extreme when they occur frequently and over long periods of time -indiscriminate and pervasive behavior: pervade all aspects of a child's life; instead of lying occasionally lie in all situations rather than only when avoiding trouble -behaviors that hamper children's functioning: affect growth and development went repeated; throw up after eating, hostile and don't let people close to them, lie and sabotage to better their own standing -resistance of the behavior change: punished/tried to change behavior repeatedly but still continues to produce the same behavior; children resisting using the toilet or staying in their seat what factors to consider in deciding if a behavior is extreme: -some behaviors are extreme by virtue of their mere presence -some exceed the normal boundaries you would have expect in relation to a child's age -how intense a behavior is and how generalized it becomes -effect the behavior has on the child's present or future functioning -how resistant the behavior is to modification what to do if it has been determined that behavior is extreme: -make a concerted effort to change a behavior by using appropriate guidance techniques before judging it extreme -confirm your judgement that a child's behavior is extreme -communicate to the family your concern that their child's behavior is extreme -recommend the type of professional who could deal most appropriately with a particular problem -provide emotional support to families who are seeking outside help for their child's extreme behavior -follow up on your recommendations that a child or family should receive outside services -provide accurate, relevant information to the consulting professional -coordinate the way you dal with the child's extreme behavior in the formal group setting with the way it is being handled by the family and by the consultant to whom the child has been referred

aggression in early childhood vs the elementary years

younger children often resort to physical force to get their way; older children rely more on verbal tactics younger children most often engage in instrumental aggression; hostile aggression becomes more common in later childhood for most children aggression peaks around age 3 then gradually declines after that THE EARLIEST FORM OF AGGRESSION children are impulsive; immature language skills and know only a few strategies for getting what they want; they often resort to physical force to get what they need or to defend whatever they believe is theirs AGGRESSION AMONG 4, 5, AND 6 YEAR OLDS greater impulse control and are better able to communicate their needs in words; 'heard the rules' about sharing and taking terms and have had experience settling disputes peacefully and successfully; less physical aggression but arguments still erupt over rights, objects, and privileges with children substituting verbal insistence, taunting, tattling, and name calling for hitting and shoving AGGRESSION DURING THE ELEMENTARY YEARS ability to peacefully resolve instrumental disputes improves; become more adept at negotiating conflict and find problem solving an effective way to achieve goals they previously addressed through more forceful means; on the other hand, advances in cognition and language also contribute to a rise in hostile aggression within this age group; children recognize negative intentions of others; children retaliate if they perceive they have been wronged and believe it is justified