PSE REPORT. BY: BEED IV-1 @CUP

1. USES POSITIVE
INTERVENTIONS MEASURES
TO HELP CHILDREN
CONTROL THEIR
INAAPROPRIATE BEHAVIOR

2. ACCEPTING NEGATIVE FEELINGS
 Anticipate the children's behavior and be prepared for them
to be out of sorts, as you yourself are from time to time.
 Once you acknowledge that negative feelings are a natural part
of young child's growth and development, you will be able to
take the next step more readily, that is accepting these
feelings.
 Accepting a child's negative feelings help to diffuse them.
 You need to stay calm and respond to the child in matter-of-
fact tone of voice.

3. HELPING CHILDREN VERBALIZE
NEGATIVE FEELINGS
 You need to help children express their
negative feelings in an acceptable manner.
Helping them find a harmless way to express
these feelings diffuses them
 Verbalizing feelings

4. BOOKS AS LEAD-INS TO
VERBALIZING FEELINGS
 For the youngest children who do not know
enough words to express their feelings, you
can read them a book about children
expressing their feelings in words when the
time is right.

5.  The Bad Mood (Petz, 2004)
 How are you Peeling? Foods with Moods (Freymann,1999)
 I Fee! Happy and Sad and Angry and Glad (murphy,2000)
 That Makes Me Mad! (Kroll,2002)
 The Way I Feel (Cain, 2000)
 When Sophie Gets Angry---Really, Really Angry
(Bang,1999)
 Yesterday I Had That Blues (Frame,2003)

6. REDIRECTING INAAPROPRIATE
BEHAVIOR
 A classroom activity may help him calm down and regain
control.
 Water play is an especially soothing activity.
 Clay and dough are also excellent for children to use in working
out frustrations.
 Finger painting also helps the children release negative energy.

7. NO TIME-OUT CHAIR
 The time-out chair is out in many classrooms today, as
far as positive intervention methods are concerned.
 It was no supposed to be a punishment, just a time-out
for disruptive children to calm down.
 Sit with out-of-control children until they calm down.

8. GONZALES-Mena and shareef (2005)
Time-out a chair a gift for children
who need to get away from the
group to control themselves,
another responded, “its not a gift,
it’s a punishmet!

9. Out-of-control children
 It mean holding a crying child on your lap or sitting
close by. It may mean waiting quietly until he feels
better.
 Out of control children is usually futile and often
provokes further outbursts from them. What they
need is the time and space to recover their control.

10. INTERVENING IN
INTERPERSONAL CONFLICTS
 Child development researchers have discovered that more than 90% of the
interpersonal conflicts that occur in preschool programs involve squabbles over
possessions. Young children with their self-centered point of view often start out
by thinking that the toys and activities in the classroom are for them alone.
 It takes young children a great deal of time and much hands-on experience
before they can learn to share and take turns with their classmates.
 One of the most effective forms of intervention is known as “conflict
conversation”.
 When they are calm enough to talk, ask each to tell you What happened. Accept
whatever they say. Then ask each to tell how they think the other child feels.
Finally, ask each child to tell what would make the other child fell better.
Conflict conversation like this helps each child look at the conflict from the other
childs point of view, something quite different for them.

11. POSITIVE REINFORCEMENT
 Helps the teacher focus attention on a childs desirable behavior and ignore the
inappropriate behaviors.
 Teachers frequently focus on inappropriate behavior because it is so attention
getting.
 The disruptive child is frequently crying out for adult attention, even if it means
punishment.
 A response of any kind leads a child to believe, “if I do this, they will pay
attention to me”.
 Therefore, we must shift our attention from undesirable to desirable behavior.
 Make a list f a positive behavior that a disruptive child exhibits during the day t
accomplish changes of yourself and to a child.

12. FOCUS ON INJURED CHILD NOT
ON AGGRESSOR
 When things get out of hand and one child hurts another, you first concern should
be for the injured child rather than the aggressor.
 Tends to reinforce the aggressors misbehavior by giving her the first attention.
 To respond to the aggressor as soon as he or she displays positive behavior.
 The child does no seem to know, you might try using puppet role plays.
 As Adams and Wittmer (2001) “puppets can be used to role play problems common
classroom situations or in response to actual conflicts.
 When using puppets in on child the teacher can play the role of the one conflict
and the child the role of the other child.
 The teacher and child cant handle it. discuss what happened, what caused it and
how the puppet handle it.

13. MODEL APPROPRIATE BEHAVIOR
 CHILDREN LEARN A GREAT DEAL BY EXMAPLE.
 YOU NEED TO MODEL THIS BEHAVIOR.
 YOU NEED TO EXPRESS YOUR OWN FEELINGS TO THE
CHILD.
 YOU ALSO NEED TO MAINTAIN YOUR SELF-CONTROL.
 THEY LOOOK TO YOU TO MODEL THIS CONTROLLED
BEHAVIOR.

14. “ADULTS WHO ARE MOST EFFECTIVE IN
HELPING CHILDREN TO MANAGE ANGER
MODEL RESPONSIBLEANGER MANAGEMENT
BY ACKNOWLEGING, ACCEPTING, AND
TAKING RESPONSIBILITY FOR THEIR OWN
ANGRY FEELINGS AND BY EXPRESSING
ANGER IN DIRECT AND NONAGGRESSIVE
WAYS”.
MARION 1997