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Edwards, N. M. (2018). Early social-emotional development your guide to promoting children’s positive behavior. Paul H. Brookes Publishing Co.  

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Edwards, N. M. (2018). Early social-emotional development your guide to promoting children’s positive behavior. Paul H. Brookes Publishing Co.  

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Having children that are similar in age be paired up with children who lack skills or challenging behavior. Ways to help learn about their peers include praising another child to encourage the other child to copy or learn from them. Children can respond differently to directions or suggestions from a peer than a teacher or adult.

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An example would be pairing children in a preschool setting that might be struggling with shapes and puzzles. This would help the children teach each other about fitting the shapes in their correct place and move on to puzzles where they can help each other.

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Tailored visuals that address prolonged concerns. It helps children who may have difficulty delaying gratification or transitioning across activities. The visuals may take forms as activity schedules, or visual timelines.

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Circle time Cue card would be an example of visual cues that would help children. It is a great way to help the children follow expectations and have a picture that would show how it looks like. An example would be " Amelia is following expectations because she is.." and have the children name the pictures.

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They are devising and presenting a story to the class with a specific target for the children to learn. It is more explicit and tailored to the children's unique emotions and behaviors. The stories highlight issues, dilemmas, or concerns faced by a group of children or a child.

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An example would be if the children are playing roughly with blocks with their peers, maybe hitting them or throwing the blocks the scripted play can be made. It would show the perspective of the students getting hurt, how to prevent it and what throwing toys can do.

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Teach, model and reinforce adaptive emotions and behavior. This starts by creating a strong foundation for emotion socialization for every child at the universal level. Having en environment where children learn and express their negative behavior and having adults be their guide, support and on emotion expression.

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An example would be teaching self soothing activities for children that would best suit them. One would be breathing techniques in challenging situations, breathe in counting to 5 and breathe out counting to 5 slowly, or counting while coloring, giving them time to relax but also have the stimulation of coloring and staying active.

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Planning proactively to help children express them preference through meaningful opportunities. Embed choice making that is creative within the parameters or part of establishment.

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An example would be in circle time once the children have their picture and choose which section to play it and add it they are able to stay in that section and play. If the section is full they need to choose where else they can play until transition time

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Finding a replacement behaviors for the children when they are trying to find a way to communicate, be it through their behaviors adaptive or not. Identifying the function of children's behavior and learn how to teach the children different behaviors that would communicate their desires. It is better to focus on redirecting their behavior than stop challenging behavior

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The example would be toddlers who are painting, but aren't satisfied with the materials provided and start to jump or are not following expectations. Having different materials added to redirect their attention would be best, for example adding sensory items they can use to paint or cardboard rolls to stimulate learning.

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Create and provide realistic developmentally expectations for behavioral and environmental expressions for children to follow. Doing this before entering each activity or step in the routine. The expectations vary between each situations such as play time or lunch time but setting two rules that would fit the children's age to remember.

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The activity that would best suit toddlers would expectations to wait to throw their trays away until everyone is finished or until they call their table. Before the children throw their trays away they have to make sure everything is on their plate to throw away too.