Child Behavioural Disorders: Early Years Practitioners

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Discuss with reference to relevant literature, the importance an understanding of the psychology of child behavioural disorders are to an Early Years practitioner.

Firstly we need to look at what it actually means to have a child behavioural disorder. Isn’t it true that all children display, at times, behaviour that is worrying to their parents? Behaviour that is self-destructive, hostile, aggressive and disruptive. They might defy authority, throw tantrums, steal or lie. This, although undesired, is behaviour that all ‘normal’ children will present with at times. Acts of this type of behaviour alone are not immediate indicators of a child behavioural disorder. It is when this type of behaviour is exhibited at a more constant rate over an …show more content…

It is, of course, hugely important for early years practitioners to be well equipped in this area. After parents, and sometimes more so than parents, early years educators are the earliest responders to the needs of the child. It is evident that a child presenting with behavioural problems is in need of care. They can feel alone, misunderstood, desperate and angry. This needed care is part of the job of the educator as to educate and to care cannot be separated. To quote the Governments Report of the Expert Working Group on Childcare ‘Care and education are inextricably linked elements in a child’s holistic development - this reality must be reflected in the ethos and programme of all services.’ (Government, 1999, p. …show more content…

It is important for practitionars to have a good understanding of ADHD so they can spot sypmtoms and work towards capitalising on the childs strengths and, if needed, pursue medical intervention at an early stage. The three main characteristics of ADHD are impulsiveness, hyperactivity and inattention. It is necessary for teachers to be aware that hyperactivity is not the determing factor when it comes to recognising ADHD. It is very easy for a child with ADHD not presenting with hyperactivity to be overlooked as their behaviour may not be disruptive to those around them but the consequences for the child are very real and can lead to clashes with parents and teachers for not following directions, underperforming in school and having difficulty making friends. Therefore, it is essential that teachers have a good knowledge of all the symptoms of ADHD. Constant restlessness, inability to sit still, excessive talking are examples of well known symptoms of ADHD but not every child with ADHD will have these symptoms, early years practitioners need to know all the signs to look out for; difficulty paying attention, easily distracted, often seems spacey, appears not to listen, problems being organized, getting bored quickly, acting without thinking, interrupting others often, intruding on others conversations or games, inability to keep powerful emotions in

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