| Behaviour problems are frequently overlooked | | | | problem. Just remove the source of distress to the |
| It's difficult to spot a behaviour problem in its early | | | | child, i.e. change the environment, or pinpoint the source |
| stages. Parents are usually extremely apprehensive | | | | of stress and remove it. Followed with proper support, |
| when dealing with their children, but their first response | | | | the behaviour problem could be resolved. |
| to a real problem is usually a heavy dose of denial. On | | | | Naturally, remedying a behaviour problem won't usually |
| the other hand, childcare practitioners may not have | | | | be such a simple task. In such cases, it is important to |
| enough time alone with a child to realise that a | | | | help the child understand what is and is not acceptable |
| behaviour problem is forming. | | | | behaviour. Set limits to help the child determine the |
| To top it off, almost all children will exhibit symptoms of | | | | types of acceptable behaviour, so the child knows |
| a behaviour problem, usually as part of a development | | | | when he is behaving inappropriately. It is important that |
| stage the child is going through. Temper tantrums, | | | | children understand the reasons behind the limits. If they |
| shyness, moodiness, even violent behaviour; which child | | | | continue to behave inappropriately despite |
| doesn't act like this from time to time? Early signs of a | | | | understanding the reasons, the child may require |
| behaviour problem could be easily dismissed, as "every | | | | further intervention from professionals. |
| kid does it", or "the Terrible Twos", etc. | | | | Besides setting limits, give the child choices, and time to |
| It's when challenging behaviours become prevalent and | | | | respond to those choices as well as to think about |
| severe that a behaviour problem truly exists. For | | | | what they did or said,. This will help them learn to |
| example:- | | | | control their behaviour and realise what type of |
| * Children may occasionally strike another child, but if a | | | | behaviour is acceptable. Make sure you don't set too |
| child has a problem with handling anger that is not | | | | many rules or choices for young children though, as |
| properly addressed, an aggressive behaviour problem | | | | you may confuse them. |
| may form. The child could begin to irrationally attack | | | | And don't forget! |
| others, in other words striking out merely on impulse. | | | | Always remember to focus on the behaviour, not the |
| * It is normal for children to go through a biting stage, | | | | child, otherwise the child may develop a poor |
| but if this stage is not contained and discontinued, the | | | | self-image. When dealing with children, it is common for |
| child may develop a behavioural problem involving | | | | a lot of frustration to be involved whether or not a |
| frequently biting others. | | | | behaviour problem exists; always be patient and |
| It is also important to note that behaviour problems can | | | | understanding. And never give in just to keep the child |
| crop up from as early as around 18 months of age. | | | | quiet, this will teach the child that reacting negatively will |
| Why do behaviour problems arise? | | | | get him attention/his way. |
| Behaviour problems can be a result of a setting which | | | | It's very important that children with behavioural |
| the child is uncomfortable with. This is of course highly | | | | problems are not approached with an attitude of "just |
| dependent upon the child. Too much noise, the | | | | treat them like any other child and maybe the problem |
| presence of a particular person, a certain kind of smell, | | | | will go away on its own". Problems have to be |
| these are all liable to set a particular child off. | | | | addressed properly, so that progress can be made. |
| It could also be the result of the child's emotional needs | | | | Otherwise, the child's condition will only worsen, causing |
| going unanswered, in which case the problem will begin | | | | unhappiness to not only those around the child, but to |
| to arise in all settings. Where emotional distress is | | | | the child himself. |
| involved, the child is more likely to hurt himself or even | | | | It's sad to watch a child's development go downhill |
| other children, and as such warrants careful | | | | because of a behavioural problem which isn't properly |
| observation. | | | | addressed. Has anyone come across a case, or a |
| How to deal with it | | | | suspected case of behavioural problems in a child? |
| Of course, this makes it seem easy to solve the | | | | Please voice out your thoughts! |