Stopping Mainly for small children who are not capable of self control Stop

Stopping mainly for small children who are not

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Stopping Mainly for small children who are not capable of self control Stop dangerous behaviour immediately by action & verbal command together Remove from the dangerous or restricted site Divert child’s attention to another activity to engage him No preaching right afterwards to avoid re-arouse negative moods 63
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Planned Ignoring Deal with minor behaviour problems or attention seeking behaviours that have no immediacy to handle Give absolutely no attention whatsoever inclu. looking, talking, touching, etc. Give attention to him immediately once the behaviour stops no matter how brief Initially behaviour is expected to escalate when ignored as child will be keen to get response from parent. When planned ignoring persistent , behaviour will die down. 64
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Logical Consequence For mild & infrequent misbehaviour Appropriate to situation to let child easy to associate Usually by removal or stopping activity up to 30 mins. Then ask child to re-do appropriate behaviour Praise If reoccur shortly after, lengthen the logical consequence or use back-up consequence 65
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Quiet Time For more significant misbehaviours When child disobeys or break rules, remove him from the situation Let him sit aside for up to 5 mins (depending on age) with no attention given Child is asked to keep quiet with no interesting activity Time only starts when he begins to quiet down Minimum physical guide may be needed e.g. taking him to seat, holding down by gently pressing his shoulder, embrace him from the back to decrease his struggle if happens, to help him settle 66
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Time Out Similar to quiet time Child to be removed to a place separated from people to heighten the withdrawal of attention Place is disinteresting & safe Engage him in another activity or resume the activity afterwards Find chance to give praise then No preaching immediately afterwards 67
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Preventing problems in high risk situations Plan in advance Integrating the strategies and apply Review with the child 68
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Ainsworth, M. S. (1989). Attachments beyond infancy. American Psychologist, 44(4), 709-716. Retrieved July 24, 2018 from Bee, H. (2000) The Developing Child (9th Ed.) Needham Heights : Allyn & Bacon. Berk, L. & Roberts, W. (2009) Child development (3rd Canadian ed.). Toronto, ON: Pearson Allyn and Bacon. Berry Centre for Community Child Health. (2016). Behaviour and emotional regulation. Community Paediatric Review, 24(2). Retrieved July 25, 2018 from Centre for Community Child Health. (2014). An overview of attachment theory & Perinatal depression. Community Paediatric Review, 22(3), 1-4. Retrieved July 25, 2018 from Gilkerson, L. & Klein, R. (Eds.). (2008). Early development and the brain: Teaching resources for educators. Washington, DC:Zero to Three.
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