This is what the teacher ask
Children under the age of two often engage in crying or display episodes of frustration. This is most often due to the fact that they are unable to communicate what they want with words. Parents who do not respond to their child’s needs from birth to age two can create a child who is anxious and does not feel safe. This can actually interfere with creating a bond between parent and child. Karyn shared great insight into the meaning of temper tantrums. I encourage you to read and share your thoughts on her post.
You mentioned in your post, “parents should be conscious of their children’s temper tantrums and learn ways or methods to use.” What methods from your own experience or from the assigned readings would you offer to a parent who is looking for help?
Review and respond to at least two of your classmates’ posts. Build on what your classmates suggested and provide additional recommendations. Explain why you agree or disagree with their decisions based on your additional research.
Karyn Barnhardt this is what this student wrote?
Temper tantrums are a normal part of a developing child’s life. They generally occur in young children (4 and under) but also may occur in older children, especially children with difficulty expressing their feelings or communicating their thoughts, wants, and needs.
Tantrums happen when children feel a lack of control in their world. As adults, we have found our own ways to vent our frustrations when things don’t go our way. Many children have not yet developed these skills. Because they have trouble identifying, understanding, or appropriately expressing their frustrations, they have tantrums as a way to vent their feelings.
Temper tantrums can be very frustrating for both you and your child. They sometimes last for a long time (anywhere from a couple of minutes to an hour or more). They can be very loud and scary. You may also feel bad that your child is so unhappy, and you just want it to stop.” Temper tantrums are a normal part of a developing child’s life. They generally occur in young children (4 and under) but also may occur in older children, especially children with difficulty expressing their feelings or communicating their thoughts, wants, and needs.” www.educationandbehavior.com/how-to-stop-temper-tantrums-in-five-year-olds/
Early intervention strategies that could have been used to avoid this situation from happening in the first place, number one would be to keep your cool and deal with the tantrum as calmly as possible. You may want to yell, but keep calm and make your point short and to the point. Speak to the mom, and give her the opportunity to handle her own child’s outburst. Hopefully the mom can explain your position, while you try to ignore the tantrum until it stops. Maybe you can use a distraction to draw the child out of a tantrum, maybe make a funny face or point out something interesting to take away from the source of frustration. Replace the ball with another object/toy, don’t dwell on the outburst, because that makes them feel bad and could possibly cause the tantrum to start up again. Mom, could have a conversation with the child about the tantrum several hours after it is over. Help the child think about problem-solving strategies for the next time they encounter this situation again.
Zirpoli, T. J. (2016). Behavior Management: Positive Applications for Teachers (7th ed.). Upper Saddle River, N.J.: Pearson.
# 2 student name is Paula Broad
Throwing temper tantrums often is a child’s way of expressing anger or getting attention. Tantrums may also be a response to frustrating situations including limits imposed by adults, lack of time to complete tasks, or in response to another child’s actions, such as taking away a toy. Tantrums are notconsidered abnormal unless they occur frequently and last for a long time. It is important not to overreact to temper tantrums. “Children who learn at a young age that tantrum behaviors “work” are likely to use them throughout childhood and into adolescence. A caregiver’s response to inappropriate behaviors, however, frequently determines the future course for both the misbehavior and the child. The frequency and intensity of tantrums increases over time as the child learns how to use tantrums to manipulate adult behavior” (Zirpoli, 2016, Pg. 78, 80).
What early intervention strategies could have been used to avoid this situation from happening in the first place?
When the child took the ball away from the other child, I can teach him “understanding and empathy by calling attention to the effects his actions had on the other child” (Leung & Fagan, 1991, Pg. 560). I could have invited the child to see the situation from the other child’s point of view. Also, I can translate the child’s feelings into words in place of actions, and teach him an alternative way to get what he desires. It is critical that children are taught how to get their demands met without hurting others. In order for children to be effective in controlling their emotions, they need the words to describe their own and other’s emotions. Also we have to speak to children appropriately. “Many caregivers do not understand how their own behaviors teach appropriate and inappropriate behaviors to children” (Zirpoli, 2016, Pg. 87). Children watch every action we make. Our non-verbal cues teach them a lot more than what we say to them. We have to be aware of our actions and what we are teaching through our actions.
Do you talk to your friend about the situation? Why or Why not?
This is a very tough situation but I would want my friend to know that this is not a healthy situation. Yes, I think that I should tell the my friend because the child is going to have some difficulties in school because of his actions. “Appropriate social behaviors are positively correlated with academic performance” (Zirpoli, 2016, Pg. 77). “Emotions can facilitate or impede children’s academic engagement, work ethic, commitment, and ultimate school success. Because relationships and emotional processes affect how and what we learn, schools and families must effectively address these aspects of the educational process for the beneﬁt of all students” (Elias et al., 1997).
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., et al.
(1997). Promoting social and emotional learning: Guidelines for educators. Alexandria,
VA: Association for Supervision and Curriculum Development.
Leung, A. K. C., & Fagan, J. E. (1991). Temper Tantrums. American Family Practitioner,
Zirpoli, T. J. (2016). Behavior Management: Positive Applications for Teachers (7th ed.). Upper
Saddle River, N.J.: Pearson.