Mistaken Behavior In Early Childhood Education

Mistaken behavior Vs Misbehavior

“Behavior is the mirror in which everyone shows their image.” Johann Wolfgang Von Goethe.

In early childhood education most of the caregivers; teachers, assistants teachers and parents have difficulties with the way children act or what they say in certain situations or activities. Thanks to the many early pioneers in Early Childhood Education we have now so many bases that help us to understand and promote a healthy and appropriate environment for a good development of the kids. Guidance that means “teaching children to learn from their mistakes, rather than punishing children for making them” (Gartrell, 2004) is a powerful tool we have as teachers to deal and

learn how to manage behavior problems in kids.
Understanding what is misbehavior and mistaken behavior will help not only teachers but so the parents to handle the problems and move us as the principal caregivers and our kids in a more positive direction.
Misbehavior as a wrong label.
We use the word misbehavior to define a behavior that is not accepted to society and to other people. As a society we are a system. We are organized to have a correct development and live in peace, giving to each person what they deserve according how they act. We are a democratic society. We believe in freedom and equality. We have an idea that everyone should have equal rights and should be involved in making up important decisions but also we have rules to follow in order to live in peace. Guidance has 5 skills to follow (Gartrell, 2004):
• Finding acceptance as a member of the group and as a worthy individual.
• Expressing strong emotions without hurting themselves/others.
• Solving problems in cooperation with others.
• Empathy, accepting unique and human qualities in others.
• Thinking ethically and intelligently.

Teaching kids the democratic life skills that govern our society is a complex work.

Adults assume that children already have born with these democratic skills and they know how to react in the day by day activities/situations. We just think children choose to misbehave. Jean Piaget (1896-1980) provided a foundation for the study of the child development and he cites that children are egocentric. Kids only think of themselves, their own wants and they don’t consider other people, so imagine if a kid is playing with a popular toy in the classroom; what make us think he is going to share that toy with his peer that is starting to cry because he wants it? If a teacher doesn’t apply guidance in these situation and she only focus on the misbehavior, she is going to point and label this child character as “unkind”, “bad kid”, “egoist” and she is going to punish or discipline the kid maybe giving him time- out; typical form of traditional classroom disciplined, as a punishment, “time out doesn’t help young children learn positive solutions from their mistakes” (Schreiber, 1999) trying to shame this kid into a better behavior. Kids tend to internalize negative labels because the absence of development and experience. They see themselves as they are labeled and they react accordingly. We have to be very careful with this because this negative labels affects self-esteem and launch them into a negative

cycle.

Mistaken Behavior.
Opposite with the word misbehavior, mistaken behavior doesn’t label, point, judge or punish a kid for doing something that is not correct.

Teachers and parents who use guidance know and comprehend that is hard for children to learn difficult skills so they make mistakes (Gartrell, 1995).

“Young children are still developing the social understanding and the ability to make intelligent, ethical decisions, they are developing autonomy (Jean Piaget 1936-1960)

Mistaken behavior is an opportunity for teachers and parents to correct this behavior thru teaching what is correct instead of only punish the child for something that the child is not yet able to comprehend. Based on Harlow (1905-1981) ideas, Gartrell (2004) cites that are 3 levels of mistaken behavior:

• Experimentation: It can be intentionally, for curiosity to see what will happen and unintentionally; the child is involve in a certain conflict.

• Socially influenced: Children are like sponges. A child can be socially influenced by adults, friends, teachers, family and media, they repeat what they see in the environment they live.

• Strong needs: For some reasons like genetic or life circumstances children have frequent and severe problems. They have deep unmet

needs.
Gartrell (2000) suggest a 5 step problem solving model can be used when a child experiences serious mistaken behaviors that continue over time. Each step can be represented by a finger:
1. Cool down (thumb): teacher calms down all parties, including herself if is the case. Teacher temporary can separate children but only as a cooling off time.
2. Identify the problem (pointer): the children with the teacher help as needed put the problem into words and agree on what it is.
3. Brainstorm solutions (middle): the children with teacher help if is needed share possible ways to solve the problem.
4. Commitment (pinky): the kids decide the solution and try it.
5. Follow up the solution: the teacher follows up by monitoring and if necessary guide the kids as they try the solution.

Why does a teacher need to know development appropriate practice to guide young children?
Teachers have to create and environment in which problems can be solved by using guidance intervention to solve the conflicts. From Piaget’s perspective “the role of a teacher is to support the child’s interactions with objects and people”. Teacher need to be responsible for the education they are providing to the kids, they need to be prepared, the more prepared a teacher is, mistaken behavior will be reduced. “A professional teacher must work to maximize children’s engagement in the classroom, covering the expectations kids have for the learning process” (Hyson, 2012).
• Integrated curriculum.
• Creative art and journals.
• Manipulatives- based cognitive activities.
• Interactive media to create appropriate opportunities.
• Abundant learning centers and small groups learning experiences.
• Limited but active and concise large group sessions.
• Ample big body play.
• Child choice in the daily program.

If we as teachers or future teachers applied all these methods we will be guiding young children to have positive personal connections with their family, friends and the community. Loving, responsive, consistent care and team work from primary caregivers; parents and teachers is the key for young children to succeed.