Learn the Signs, Act Early is a program of the Centers for Disease Control and Prevention. It offers activities and materials that foster recognition of developmental milestones. The CDC Act Early website has free online materials for parents, credit-bearing professional development for early educators and health professionals. Examples include:
The Centers for Disease Control and has created a 14 page Go Out and Play! Kit for use in early learning programs as part of its "Learn the Signs, Act Early" Campaign. The kit coordinates developmental milestones with games and activities for preschool children. In addition to tips for making outdoor activities fun and educational, the kit includes information for caregivers/teachers to use and for parents to engage in at-home play. Reviewed 3/2018
Easter Seals is offering a free online version of the Ages and Stages Questionnaire (ASQ) developmental screening tool. Both parents and child care providers can use the ASQ to track children's development through age five. The tool can identify concerns for which children should receive appropriate services to be ready to enter K-12 school. The ASQ online does not include the component that evaluates behavior. However, it is widely accepted for basic screening. Many Keystone STARS programs are using a version of the ASQ now.
Is there a child in the early education program who is more active than the other children? Is this a child who doesn't seem to pay attention or follow directions? Such children are very hard to handle!
Teachers/caregivers, the child's family and the child will benefit from seeking guidance about how to care for a child with this behavior. Teachers should talk with a supervisor about a good way to share their concerns with the child's family. The family may have similar concerns and not know where to turn for help.
Behavioral problems, inattention, hyperactivity, or impulsivity are symptoms of attention-deficit/hyperactivity disorder (ADHD). The American Academy of Pediatrics publishes clinical practice guidelines. One of these specifies how to assess, diagnose and treat children as young as 4 years of age who have ADHD symptoms. The guideline says that the child's health care provider should do an assessment that includes a complete health history, vision, hearing and developmental-behavioral screening and a physical exam. The assessment may reveal one or more problems that require further evaluation.
With parent consent, the early education staff should offer to share with the child's health care provider any information the program has collected about the child. Include any developmental-behavioral screening or observations. You can use the Behavioral Data Collection Sheet, a form in the Tools tab of the ECELS website. This sharing of information can be a valuable contribution to the health professional's assessment.
The initial treatment for preschool-aged children with ADHD is evidence-based family and/or teacher-administered behavior therapy. Plan with the child's therapist and family how the program staff should handle the child's behavior. Consistent approaches at home and in the education program usually work well. The best way to do this is to have a written Care Plan.
Pediatric health professionals will be aware of local options for behavior therapy for young children. A good starting point for families and teachers/caregivers to learn about "challenging behaviors" is to go to the PA Promise for Children website, www.papromiseforchildren.com. Click on the "Help Your Child Grow" heading on the home page. Then select "Dealing with Challenging Behavior". Caring for a child's challenging behavior is difficult. However, the child will benefit when program staff, the child's family and the child's health care provider make and carry out a plan together.
Contributed by Beth DelConte, MD, FAAP - ECELS Pediatric Advisor
Reference: Center for Disease and Prevention (CDC)/Attention Deficit Hyperactivity Disorder (ADHD) http://www.cdc.gov/ncbddd/adhd/guidelines.html
Observers of early education programs often hear background music played by an electronic device. Some of these devices have screens; some do not. Unless the music plays a role in the activity, turn it off.
Recently, ECELS Pediatric Advisor Dr. Susan Aronson asked nationally recognized Developmental-Behavioral Pediatrician, Dr. Heidi Feldman, MD, PhD to share what she knew about the impact of background music or noise in general on language learning. Dr. Feldman noted that environmental audiologists have measured the ratio of signal (what we want children to hear) to noise in class-rooms. She noted: “It is shockingly small, 3 to 5 decibels.” For children with weak language or attention, she said that this minimal difference in sound level makes listening and understanding language challenging.
Tips for parents and caregivers addressing the causes and solutions for common behavior concerns in young children. Reviewed and reaffirmed 4/2018.
Good health includes social, emotional, and behavioral wellness. Use approaches to support positive behavior in young children. This will encourage wellness for all children in your care. Teach children appropriate ways to manage their own behavior. The goal is to teach and guide children, not to punish. Strategies include using clear rules and supportive language. Offering alternatives to undesirable behavior and natural consequences are excellent options.
Common challenging behaviors in child care can include biting, defiance, and tantrums. Some behaviors persist and raise concerns. The child may not respond to appropriate positive interventions. Persistent difficult behaviors may include excess anger, aggression, and social withdrawal. What steps should be taken?
Why do children misbehave? What resources are available to prevent suspension or expulsion from child care? Learn about strategies to help manage children with challenging behaviors. Pediatric health expert, Dr. Nathan Blum, Chief of the Division of Developmental and Behavioral Pediatrics at The Children's Hospital of Philadelphia and Julia Slater, MEd, Educational Consultant, Early Intervention Technical Assistance presented this webinar with ECELS on January 14, 2016.
This professional development session is designed for child care program directors, family child care providers, health professionals, child care health consultants, child care health advocates, supervisory staff, Regional Key staff, instructors and MIECHV home visitors.
Participants will receive 1.5 hours of professional development credit for participating and submitting an evaluation. PA Key and Act 48 credit are available for the recorded version. To listen to the recording click here
Participants will learn how to:
1. Explain factors that lead to challenging behaviors
2. Describe resources to use to help families whose children are at risk for suspension or expulsion from child care
3. Identify strategies to help manage children with challenging behaviors
4. Identify policies to promote behavior management
Reviewed and reaffirmed 4/2018.
This online self-learning module includes reviewing examples of school-age children with challenging behavior. Learn about tools recommended to sort out the motives behind such behavior. By understanding these motives, practitioners can give children socially acceptable alternatives to their challenging behavior. PA child care practitioners may submit completed work for review for credit by scanning the pages and attaching them to an e-mail, sending them by fax or by surface mail to ECELS. Be sure to follow the instructions in the “Important Reminders” box next to the list of self-learning modules on this webpage. (ECERS: Interaction. K7-C2-84.) Instructions 2009.