Behaviour Guidance for Challenging ESL Children

Steps for Handling Difficult Behaviour

• Analyze your interaction with child
• Look for any bias you may have, e.g. expect negative behaviour
• How is the child getting your attention
• Are your expectations realistic for child, e.g. age, experience, language, culture shock
• Observe child closely
• When is child at their best and when at their worst – any patterns?
• What happens just before difficulties occur
• Can an alert childminder anticipate when behaviour will occur
• What are the range of reactions, e.g. biting, hitting, pushing
• Change the environment
• Remove hazards from the room, e.g. toys from on top of shelves, dramatic play items from sink
• Allow lots of time for active play, very close shadowing will be needed – make active play quite free with some protected areas for those not comfortable with this VERY active child
• Work on strategies for putting others to sleep when this toddler needs more physical activity
• Do not expect this child to be able to handle a lot of structure and rules, e.g. sitting for a 20 minute circle – find alternative activities
• Information from family
  • Does the family experience similar behaviour difficulties at home
  • Are these behaviours recent or long term
  • What behaviour limits are at home, are they consistent, realistic
  • How have family members handled it
  • Are there any other signs of trauma, e.g. difficulty eating, sleeping
  • How does the child get attention at home
  • Is the child experiencing culture shock (see article in binder)
  • Learn key phrases in child’s first language (those used at home)
• Shadow child
• Stay very close to child with constant supervision
• If possible, have the same childminder with child
• Watch when child approaches others and use your arm and hand to physically intervene and protect others
• Making child’s interactions more positive
• Direct child immediately to desired behaviour, e.g. hand over hand saying “gently” in a soft voice
• Use desired language to start play, e.g. “Can I play?”
• Set up an interesting activity for child that will attract other children to child – make the interactions successful
• Physically protect other children from any hitting, biting, etc.
• Look at child’s face and posture to see their reaction to approaching children, e.g. fears others or delights in their reactions, or is confused, or…
• Develop listening skills in child
• Use language in playful positive ways with lots of gesture, animation and demonstration
• Play games with language, e.g. have child pull different fingers for different animal sounds
• Create situations where child has control and it involves power, e.g. light switch “on” and “off” said with different facial expressions
• Use sound effects tapes, e.g. airplane, water pouring, animal sounds with matching pictures
• Use extra scaffolding of language, e.g. gesture, animation, motion
• Limit the amount of language used to prevent burnout
• Turn off the record player and other noises for better listening
• Use language to describe what you are doing, e.g. “ I’m going to change your diapers now” (hold up diaper and point to change table)
• Positive reinforcement
• Every time the child interacts successfully with others give positive feedback, e.g “Well done” “You were so gentle”, smile
• Continue to give positive feedback for quite a while even when behaviour has improved for a while
• Continue to give child lots of interaction especially when they are interacting positively
• Do self-esteem games and activities that reinforce each child’s positive skills
• Let each child be the centre of attention
• Work with family
• Talk with the family regularly about how you are handling the situations and encourage them to provide feedback
• Ask the parent to help with the process by:
• Explaining school rules at home in their native language
• Keeping you informed about any issues at home
• Keeping you informed if their child has been ill or stressed
• Ensuring they bring the child into the room to settle child
• Referral
• There are many reasons why children have behavioural difficulties, e.g.:
• Stresses at home
• Parental difficulty with limit setting, behavioural control
• Culture shock and difficulty being without parent (some cry, some act out)
• Past traumas, e.g. family separations, hospitalization,
• Difficulty understanding school expectations,
• Not understanding limits because of language
• Fear of other children
• Special need, e.g. ADHD, autism, impulse control…
• In 2004, all LINC agencies received a binder and training on identifying and referring children with special needs
• Contact your local Ontario Early Years Centre for information about special needs agencies in your area
• The local public health will also do a home visit – work with them to explain newcomer issues and to help find a suitable interpreter