Behaviors and Strategies for the Home and School Setting Term Paper

Behaviors and Strategies for the Home and School Setting - Term Paper theoretical accountStudies have suggested that positive port management techniques need to apply everywhere children by their parents that can lead to positive reinforcement in the children for positive expression (Bowles, 2010). Through the behavior management techniques, the parents can cl untimely set their expectations in terms of maintaining the discipline and behavior. Redirection, time-outs, communication and expression are some of the tools that parents can nock use of in order to initiate and effectively implement the behavior management techniques in the children (Bowles, 2010). The present study is focused on the behaviors and strategies of management behavior that can be used by parents for the development of their children, and discusses how the family centered approach support the early childhood classroom and the family of the child. It is believed that Family Centered Program theories and conce pts support the early childhood classroom and the childs family. Acknowledgement of Positive Behaviors in Children In a classroom of small children of three or four geezerhood of ages, it has been obtained that the children have troubles with changeovers and evolutions. Often the irritated behaviors and attitudes of the teachers in a classroom tend to affect the behavior of the children more. The small children instead of being disciplined and normal rebound their agitated behavior that leads to disruption of the entire classroom. Acknowledgement of positive behaviors among the children is a method that allows teachers, elders and the parents of small children to understand the motives and psychology of the children in a better vogue (Timm & Doubet, 2007, p.2). This particular strategy allows the educator and family members to give greater amount of time and attention to the children thereby trying to understand the behavior of individual child. The strategy had been obtained dep ending on certain major findings based on research. Firstly, nearly all child behavior is reinforced or undermined by the happenings following any particular behavior. For example, a toddler who receives laughter and applause for making a funny face is likely to keep making funny faces (Timm & Doubet, 2007, p.2). Secondly, in general the attention of the adults is captured when a child misbehaves. It can be said that teachers and parents tend to be put under by a childs misbehavior, apparently not able of attending to suitable behavior by other children. Thirdly, consideration from major caregivers is highly vital for young children. This leads to continuation of a behavior that creates negative reactions. The go away can be an increase in the very behavior that adults wish to discourage. For example, think about a child who continues to run toward the classroom door over and over again as the teacher shouts, Dont make me come over there you know not to leave the classroom That m aterial body of attention will reinforce and increase that behavior (Timm & Doubet, 2007, p.2). Lastly, although any particular behavior of a child may be momentarily undermined by a unenthusiastic reaction from an adult, but it cannot be asserted that more attractive manners are being recognized and given confidence in the course. For example, apprisal a child that she cannot go outside