What if the idea that specialized expertise is needed to support children who exhibit severe and chronic challenging behavior is a myth?

YES, let’s keep learning from the experts!

Don’t get this twisted. I’m not saying we shouldn’t learn from experts and specialists.

In last week’s blog I invited early childhood teachers to: “DECIDE that you’re committed to keeping the child in your classroom and approach every interaction with the child with an “I got this” attitude, adding, “Without this nothing you try will work.”

So, let’s say you do indeed DECIDE - or already have - to step into the role of the teacher who is determined to support each and every child who exhibits challenging behavior.

…or, you want to.
Maybe your heart is 100% in but your brain is like, “yeah, but…”

In my experience there are 6 things teachers who are consistently successful with children who exhibit challenging behavior do.

So, before you decide a child doesn’t belong in your classroom or that you’re not equipped for the challenge please be honest and ask yourself if you’re consistently doing these 6 things:

Did you know that the National Association for the Education of Young Children (our early childhood professional organization here in the U.S.) along with over 30 national organizations has taken a strong stand against suspension and expulsion in early childhood programs, right?

If you’ve been following along the last few weeks you know we’ve been talking about how play is an activity where children learn to self-regulate.

And, if you know me and my approach at all you know that I believe that play-powered strategies are the KEY to a successful approach to preventing, addressing and transforming challenging behavior.

…because play is what makes young children tick! And, it’s the best way for them to learn to self-regulate.

If we don’t capitalize on children’s love of play it is a huge missed opportunity to speak their language, to motivate and inspire them.

Last week I shared that rough and tumble play is not challenging behavior per se…

…though, because many early childhood programs forbid this type of play, teachers often relate to it as challenging behavior and then, when we try to stop it, it can escalate to actual challenging behavior.

So, what to do?
First, if you’re going to remind children that it’s not permitted in your classroom make sure to do it in a way that’s neutral and not shaming. But, just as important…

In 2018, at the first Transform Challenging Behavior Online Conference, I had the absolute pleasure of interviewing Mike Huber, author of Embracing Rough and Tumble Play.
WOW did I learn a lot!

These days, MANY (most?) programs don’t allow “rough and tumble play” inside or even outside.

And, it’s no small thing to ask you or your administrators to consider changing that…even though the benefits of rough and tumble play are well researched, well documented, and many.

SO, I won’t ask that of you. (Though I’ve got big respect for anyone who decides to learn more and consider it - administrators and directors: I’m looking at you!)

What I do ask, is that all early childhood educators stop relating to wrestling and rough and tumble play as challenging behavior.

Rough and tumble play, pretend fighting, or wrestling is NOT challenging behavior.

Last week we spoke about how time spent in play and playing games with rules like pretending to be guards at a factory or The Floor is Lava can help children learn:

• Direction-following

• Self-regulation

• Impulse control

Do you dream of a classroom of children who can self-regulate and calm when they’re upset?

….maybe children even help each other in those hard moments?

Do you wish you and your coworkers – and children’s families – were all on the same page with strategies to support young children who exhibit challenging behavior to learn to self-regulate?

Today’s blog post is for you, if you’re like any of these teachers…

Roxanne, who is concerned about: impulse control.

Meenakshi, who says the children in her class throw things around in the classroom, even their shoes.

Suzie, who reports struggling with grabbing that has now progressed to biting from an autistic child with a learning delay – there is no obvious trigger but transitions can be especially tricky.

Rosemary, who says she sees self-regulation issues when children cannot do exactly what they want, for as long as they want (especially with the iPad).

M. Jimenez, who reports that the behaviors they see are: not following directions, resisting transitions, impulsiveness, hard time with transitions and sharing toys.

Jennifer, who has a child snatching toys, yelling "no" loudly, and hitting/pretend hitting.

Maria, who says she has lots of disrespect in the room. Children who choose not to follow directions or don’t acknowledge a direction being given.

Estela, who says lately children want immediate response to needs and wants and just can't wait.

Which one of those situations do you relate to most?