DOCUMENT RESUME ED 474 499 PS 031 104 Violence Prevention in Early Childhood: How Teachers Can TITLE Help. National Association for the Education of Young Children, INSTITUTION Washington, DC.; American Psychological Association, Washington, DC. 2003-00-00 PUB DATE 17p.; Printing funded by the MetLife Foundation. NOTE National Association for the Education of Young Children, AVAILABLE FROM 1509 16th Street, NW, Washington, DC 20036-1426. Tel: 800- 424 -2460 (Toll Free); Tel: 202-232-8777; Web site: http://www.naeyc.org. For full text: http://www.actagainstviolence.org/ materials/publications/act/violenceprevention_childhood.pdf. Classroom Guides PUB TYPE Teacher (052) EDRS PRICE EDRS Price MF01 Plus Postage. PC Not Available from EDRS DESCRIPTORS Affective Behavior; Childhood Needs; Classroom Techniques; Elementary School Teachers; Emotional Development; Preschool Teachers; *Prevention; Problem Solving; Self Control; *Teacher Role; *Teacher Student Relationship; *Violence; *Young Children ABSTRACT Noting that violent behavior is learned, often early in life, this booklet offers early childhood educators helpful violence-prevention information and suggestions based on early childhood research and the wisdom of good practice. The booklet begins by reviewing young children's emotional needs and developmental characteristics, and then suggests effective ways of helping children manage anger, learn self-control, and solve problems peacefully. The booklet concludes with a list of resources and Websites with links to books, brochures, videos, and professional organizations. (HTH) Reproductions supplied by EDRS are the best that can be made from the original document. cr, rn U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) document has been reproduced as )(This received from the person or organization originating it. Minor changes have been made to a child learns (bgCB:bmc, improve reproduction quality. Points of view or opinions stated in this Teach carefully! document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL IN MICROFICHE, AND IN ELECTRONIC MEDIA FOR ERIC COLLECTION SUBSCRIBERS ONLY, HAS BEEN GRANTED BY -C tive-t4.0 a- 6c-tylo 120 /./ 0 0 -C CL TO THE EDUCATIONAL RESOURCES 0 2A INFORMATION CENTER (ERIC) VIOLENCE PREVENTION IN EARLY CHILDHOOD HOW TEACHERS CAN HELP What this booklet provides This booklet offers early childhood educators helpful violence- prevention information and suggestions based on early childhood research and the wisdom of good practice. It starts with the basicsyoung children's emotional needs and developmental characteristicsand then suggests effective ways of helping children manage anger, learn self-control, and solve problems peacefully. Much of it is just plain common sense applied to the classroom. To learn more about how teachers can help prevent violence, see the resources and Websites listed at the back of the booklet. They offer many links to books, brochures, videos, and professional organizations. 8/27/02, 3:35 PM p01-16ACTT.pmd 1 2 BEST COPY NAB ABLE IL today's world it just isn't possible for children to avoid exposure to violence. Newspapers and newscasts remind us of that every day. Some children experience violence in their homes or neighborhoods. Others see adults and older children behaving in angry, out-of-control ways that stop short of violence but are scary and troubling. And almost every child is exposed to violence in TV programs, movies, and video games. Why begin early? We can help! Violent behavior is learned, and unfortunately it is often learned early in life, when the brain is making critical connections. But that's where we come in. Along with families, early childhood teachers and other caregivers can be crucial buffers in protecting children from violence and supporting their healthy development. Just as children can learn to be violent, they also can learnthrough a loving relationshipto be good citizens, in self-control, patient, and understanding. With adult support and guidance, children can learn construc- Early childhood tive ways to solve problems, deal with disagreements, and handle anger. teachers and other caregivers Children who learn these skills early can be crucial buffers in protect- in life actually practice violence prevention something valuable ing children from violence and throughout life. supporting their healthy Warm, nurturing relationships with development. teachers strengthen children's ability to cope with stress and trauma. Within those relationships, teachers can show young children effective ways of managing anger, help them deal with the effects of violence, and help protect them from getting involved with violence. As role models and guides, we can demonstrate how to manage conflict and deal with negative feelings in positive ways. With this early foundation of knowledge and skill, children are more likely to develop positive relationships with other children, enjoy academic success, complete school, and lead more produc- tive adult lives. IF 8/27/02, 3:35 PM 2 p0 -18ACTT.pmd 3 Good early childhood education as a curriculum for nonviolence The daily experiences we provide for young children are powerful, not only for preventing violence now and later but also for increasing children's chances to have a productive, happy life. Research shows that high-quality early childhood education can reduce behavior problems in later childhood and beyond.* Good early childhood programs differ from community to community, but they have several important things in common. They ensure frequent, positive interactions between adults and children, to build relationships and to support learning organize daily activities around goals that are challenging and achievable for children, encouraging play and exploration com- bined with adults' supportive involvement plan curriculum meaningful to young children, building on their ex- periences and interests and taking them further (yes, even babies and toddlers have a curriculumit's just more informal and very individual) balance the program with active and quiet activities, small and larger group work, time for vigorous large-muscle play as well as use of fine muscles of fingers and hands, teacher-planned and child-initiated activities. give balanced attention to all aspects of children's development and learning: physical, social, emotional, aesthetic, cognitive, language and literacy use careful observation to identify children's strengths and to docu- ment concerns for intervention, follow-up, and possible referral involve family and community members, strengthening connections with children's lives and cultures provide many opportunities for children to learn social competence and emotion regulation by playing and learning with others, with the guidance of skilled teachers create a sense of community in the classroom by infusing demo- cratic processes These characteristics of high-quality early childhood education help create a strong foundation for learning nonviolence. Within these programs, adults can build another part of that foundationmeeting children's emotional needs. * The National Association for the Education of Young Children accredits early childhood programs that meet its standards. A nationwide listing of accredited programs can be found online at www.naeyc.org. 8/27/02, 3:35 PM p01-16ACTT.pmd 3 Meeting young children's emotional needs We can't afford to wait until problems appear. Every child has basic emotional needs. If teachers and other adults meet those needs, we have started that child on the path to a satisfying, nonviolent life. Children need to feel safe and loved. First and foremost, young children need to feel physically and emotionally safe. There is no provide surer way to start children on the right path in life than to consistent, reliable, loving care. Families come first of course, but for our relationships with the children we teach are powerful tools protecting them from violence, now and later. Children need positive role models. Children learn how to behave by watching people around them. In addition to the adults in their families and communities, that includes characters on television, in videos, and in movies. And of course children learn by watching us, their special, beloved teachers. We teach children, by example, how to get along in the world. When we come together with the children in our class, or with our co-workers, to solve our problems peacefully, children see and learn how to deal with people in a positive way. But when we or other adults close to the children are explosive, aggressive, or destructive, children learn to act the same way. Children need to be protected from exposure to violence. When children, even very young children, see or experience a violent act, they are deeply affected by it. This is especially true if the violence involves a family member or someone they know in the neighborhood. As we know, children don't leave these experiences at the class- room door. What can we do to help? First, we should always allow children plenty of time to talk about violence they have seen at school, in the neighborhood, or on TV. We can encourage them to express their feelings verbally and to use pretend play and expressive art as © CLEO Photography 8/27/02, 3:35 PM 4 p01-16ACTT.pmd 5 other ways of communicating. Second, we can make our class- rooms places of refuge. Let's show children many examples of people dealing with each other in friendly, cooperative ways. The children will gradually realize that there are many ways to deal with people and to resolve conflicts peacefullythat violence is not the best way to get what they want. Children who are victims need adult helpNOW. A child who is being abused lives with constant fear and pain. And while physical wounds may heal, emotional scars can last a lifetime. Children need to count on adults to get them out of violent or abusive situations. When children believe they must find a solution to a problem, they often believe they caused the problem. No child should carry this burden. Early childhood teachers are legally mandated to report suspected abuse. If we know of a child who is being abused, or if we think someone may be abusing a child in our care, we should seek help immediately. By doing so, we may save a child from unimaginable physical and emotional pain. And in the longer run, we may save that child from growing up to become a violent adult, or falling into a pattern of repeatedly being victimized. Helping children handle frustration, anger, and aggressionMatching strategies to ages and individual needs Not all negative emotions turn into violence. Everyone gets frustrated, upset, angry, and even aggressive at timesit's part of being human. The next section of this booklet describes some typical negative behav- ior shown by children from birth to age 8, grouped into four age cat- egories. But keep in mind that your children may not fit neatly into these patterns, because of temperament, culture, or individual experi- ences. For each age group, we'll describe age-typical ways of express- ing negative feelings and then suggest some ways that early childhood teachers can help children regulate their emotionsnot ignoring or hiding them, but guiding those feelings into appropriate channels. NEWBORNS TO 9 MONTHS Cries are a baby's method of communication. A good caregiver re- sponds immediately to an infant's cries and attends to her needs, assuring the child that adults can be trusted. Attentive primary care- givers learn to tell the difference between a baby's cries. They know which cry indicates hunger and which one signals a wet diaper, so 8/27/02, 3:35 PM p01-16ACTT,pmd 5 6 they are always alert to cries of pain or anger. Cradling and stroking reassure fussy babies. We can talk and read and sing, walk and rock and sway. Soft rhythmic music exerts a calming effect. A pacifier helps some children calm themselves. Child care teachers carefully note unusual patterns of distress in a log or journal and share these with families, so that together they can figure out how to help. 9 TO 18 MONTHS Older babies and pretoddlers, up to about 18 months, still cry and fuss, but they now express anger in new ways and for many new reasons. Crawling and walking bring new perspectives: lots of curiosity and a growing sense of self. However, children don't yet have the language skills to express their needs, desires, or emotions. They cannot control their impulses. They easily get frustratedfor example, when they don't get an object they like, when a favorite adult is away or a stranger gets too close, when they feeling tired or ill or frightened. These intense feelings can sometimes result in tantrums, even kicking or biting. Knowing the daily level of frustration experienced by pretoddlers, caregivers can provide the children with invaluable tools for dealing with emotions and the inevitable outburst. As language skills im- Persieerd [Behavior®O Problems: Time .Oro Seep On? Some aggressive behavior is to be expected when young children are just learning self-control. But teachers should recognize that when a young child's behavior is constantly out of control, angry, and ag- gressive, the misbehavior can hurt that child or others, interfere with the child's learning and making friends, damage property, lead to school failure, create tension and stress at home and in school, and set the stage for serious problems as the child grows older. Persistent behavioral problems can be a symptom that the child is experiencing unusual stress or trauma. We must listen carefully and observe closely to pick up clues to the source of the frustration and anger, and perhaps call for further assessment and referral. IF 8/27/02, 3:35 PM p01-16ACTT.pmd 6 7 L prove, a pretoddler should be encouraged to use words to tell how he or she feels. "I mad" or "Want doll." But Carefully note a caregiver can expand: "Oh, you want that dollit unusual patterns of makes you angry that Maria has it?" distress in a log or journal To defuse a tense situation, use distraction or redirection. Invite a tired and cranky pretoddler to the and share these with book corner. When a child hits or bites, kneel down, families. hold her hands, calmly state the rule, and ask or describe why she is angry. A child in the throes of a tantrum may need to be soothed by holdingbut always in the spirit of protection and never anger. Again, observant caregivers notice and log behavioral patterns and triggers so they can anticipate problems and talk them over with parents. 18 MONTHS TO 3 YEARS Most toddlers are still easily frustrated. Compliant one minute, stubborn the next, declaring No and Mine again and again, and constantly testing limits, the toddler is expressing his growing aware- ness of self. Older toddlers become interested in peers and begin to see the benefits of cooperation, although sharing or waiting is still hard. At this age, they are just beginning to understand that others have feelings and rights too. Language has become important. Some toddlers don't yet know the words to express their feelings. Others may have more language skills but can't connect feelings with behavior. But all make some attempt at self-regulation. Teachers rely on all the methods used with pretoddlers but increas- ingly give older toddlers more opportunities to solve problems and experience success. To foster social skills, teachers join and model play and initiate sharing and turn-taking games. Children should be reminded of the rules; when necessary, teachers should clearly state the consequences and apply them fairly. Some simple precautions workfor example, three or four of a popular toy is better than one each of many toys. 4 TO 8 YEARS Children from about ages 4 to 8 gradually get better and better at expressing themselves in words, and they get angry about what people say as well as what they do. Instead of just thrashing around, they often aim their aggression at another personperhaps directly, by hitting or fighting, or perhaps indirectly by damaging something 71 8/27/02, 3:35 PM 7 p01-16ACTT.pmd 8 IL the other person cares about "Anger Concepts": or by hurting the relationship Essential Principles for they have with another child Young Children to Learn ("You can't come to my birth- day party!"). When anger As children begin to understand flares, teachers can help language, we can gradually teach preschoolers learn and practice and reinforce some basic prin- self-calming methodsfor in- ciplesnot just with words, but stance, by taking a few deep also with our actions and example. breaths, sitting down, and Here are some concepts to stress counting to 10, or by repeating and reinforce with young children: "Be cool, be calm." It's okay to be angry. Around age 4 or 5, most chil- There are "okay" ways and "not drenagain with adult sup- okay" ways to show our anger. portcan think of more than It's not okay to hurt anyone, to one way to solve a problem break or throw things, or to hurt and they can predict how pets when we are angry. people will react to their actions ("If I hit George, he will hit me It's okay to tell someone that we back, but if we take turns with are angry. the truck, we won't fight"). There are ways to calm ourselves When we help preschoolers when we are angry. with words and examples, they learn to name their own feel- ings and those of others ("I am mad because Sandra won't let me on the swing" or "Carlos is sad because his balloon popped"). Children about this age also begin to show that they care about other people's feelings and well being ("Mark, I'm sorry you hurt your knee"; "Rebecca will be happy when she sees the picture I drew for her"). Older children, around ages 6 to 8, have more tools to use in dealing with anger, stress, and conflict. They can understand how others might see a problem differently than they do and they can talk about a situation more clearly. They start to worry about rules and fairness. Always encourage preschool, kindergarten, and elementary school children to explain what happened and how they feel. After a child is calm, we can ask what is wrong and listen to the explanation, without interrupting. We should help the child think about the problem and come up with ways to change the situation that caused the anger. If a child who is upset is reluctant to express himself verbally, encourage him to act out, write/dictate, or draw events and emotions. Sand/ water play, playdough, puppets, and pretend play are all avenues that a child can use to express himself. IF 8/27/02, 3:35 PM 8 6ACTT.pmd p0 9 IL Helping children learn social problem-solving skills Sometimes it seems easiest just to tell children what to do if they have a conflict with another child ("Edward, you can ride the trike for two more minutes and then you have to give it to Adam."). But although this may work in the short run, in the longer run children are better off if they learn to solve problems on their own. Adults and children who can manage the strong feelings and resolve conflicts reasonably, without hurting someone, have good skills for social problem solving. Mord'ioring Our Own Anger As education professionals, we have a responsibility to monitor our own anger. Let's reflect for a moment on how we react to difficult situations. How do we behave when tension builds up? When chil- dren get restless on a rainy day? When a co-teacher lets us down? When a child has a toileting accident? When a toddler bites an- other child? Remember, children learn by watching us solve problems with re- spectful words and nonviolent actions. The most important way to teach children how to handle anger is to show that we can calm ourselves, think about our own actions, and take reasonable, non- violent steps to change the situation that made us angry. Only when we respond to anger in a calm, respectful manner can we begin to help children control their own angry feelings. Children become confused, scared, and angry when adults hurt them, especially the people whom they depend on to love and pro- tect them. The child who suffers continual physical punishment or is subjected to harsh, demeaning words can become aggressive and out of controljust the opposite of what we want to accomplish. Yelling at children, using mean sarcastic language, or yanking a child who is out of controlall of these are signals that our own anger has escalated to a potentially harmful level. If we have trouble controlling our own temper, we should get help through anger management training or by seeing a mental health professional. Just as we have a responsibility to report child abuse, we also have a responsibility to report ourselves when we cannot control our emotions and behavior. 8/27/02, 3:35 PM 9 p01-16ACTT.pmd 10 BEST COPY AVAILABLE