Taming Aggressive Behaviors and Teaching Self-Control

“Don’t hit, Bryan”.

“It’s not your turn just now”.

“Please follow directions”.

“Grace, stay in line”.

“Remember to raise your hand, Tamir”.

300px-Bully_presentationsDo any of these sound familiar?  If they do, you are probably looking for some ideas for helping your PreK children develop their self-control or are desperate to curb aggressive behaviors.

The Families blog at NAEYC recently shared some tips for teaching control.  For example:

“Help children understand how long they will have to wait for something and suggest activities to do while they wait. Say to your child, “Grammy and Grampy are coming over before dinner. Would you like to draw some pictures to give them?” or “As soon as I put your sister to bed, I will read you some stories. You can choose three books for us to read together.”

Check out their other tips here: Help Your Preschooler Gain Self-Control

Sometimes self-control issues and aggressive behaviors are tied together.  Best Practices has developed a video specifically to help you tame those aggressive behaviors.  Check it out at the Bright From the Start website here: Taming Aggression

What strategies do you use to help children develop self-control or to curb their aggressive behaviors?  Share your ideas in the comments.

 

Possible GELDS Connections:
SED1.4a Identifies self as a unique member of a specific group or demographic that fits into a larger world picture.
SED1.4b Identifies personal characteristics, preferences, thoughts and feelings.
SED1.4c Shows confidence in a range of abilities and
the capacity to take on and accomplish new tasks.
SED1.4d Shows independence in his/her own choices.
SED2.4a Effectively uses words, sentences and actions to communicate needs, ideas, opinions and preferences.
SED2.4b With adult guidance, uses verbal and non-verbal expressions to describe and explain a full range of emotions.
SED2.4c Uses pretend-play to show emotions of self and others.
SED2.4d With adult guidance, distinguishes between positive and negative emotions, and the conditions that evoke each.
SED3.4a Independently follows rules and routines.
SED3.4b Regulates own emotions and behaviors, and seeks out adult support when needed.
ED3.4c Regulates a wide range of impulses.
SED3.4d Manages transitions and adapts to changes in schedules and routines independently.
SED4.4a Transitions well into new, unfamiliar settings.
SED4.4b Uses a familiar adult’s suggestions to decide how to respond to a specific situation.
SED4.4c Shows affection to familiar adults by using more complex words and actions.
SED4.4d Seeks out adults as a resource for help and assistance.
SED5.4a Develops and maintains friendships with other children.
SED5.4b Plays cooperatively with a few peers for a sustained period of time.
SED5.4c Attempts to resolve peer conflicts using appropriate strategies.
SED5.4d Shows emerging empathy and understanding of peers by attempting to comfort and help.
SED5.4e Shows respect for peers’ personal space and belongings.

About

I train Georgia PreK teachers and dabble a bit in the art of blogging. Have an idea for a blog post? Email me at bestpractices@gsu.edu. On the web: www.bestpractices.gsu.edu Facebook: www.facebook.com/bestpracticespk Twitter: @bestpracticespk

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