Early Childhood Practitioners Strategies for Working with Aggressive Children (Part 2)

 

The voices of early childhood practitioners are important for a revealing insightful glimpse into

their day-to-day engagements with children exhibiting challenging aggressive behaviors.  This

section will present early childhood practitioners’ profile, procedures, results and qualitative

recorded responses to specific questions of strategies incorporated in the learning community

environment.

Early Childhood Practitioners’ Profile

One of the first responsibilities of early childhood practitioners is to observe the interaction among and between children. Educators can note aggressive behaviors, when they are occurring, and what strategies can be implemented to combat it. Early childhood practitioners who “want to guide children toward independent and self-regulation” must first ensure “that everything they put within children’s sight and reach is meant to be available for children’s use” (Hildebrand & Hearron, 1999, p. 82). Ensuring everything is available and meant for children’s use is described by Hildebrand and Hearron (1999) as having the teacher review the arrangement of furnishings to ensure there are clearly defined centers or areas, having age-appropriate diverse materials with duplicates of the items the children like the most, and creating a balanced lesson plan that includes teacher- and child-initiated activities.

An early childhood practitioners’ voice is also a teaching tool, one which helps children know what, when, and how to do things, while leaving some flexibility for creativity when appropriate. The firmness in early childhood practitioners’ voice gives children confidence in knowing expectations and the need to comply with teachers’ directives. When children do not adhere to the directives, practitioners must “patiently lead them through the desired behavior so the next time they will know that [the teacher expects] them to comply” (Hildebrand & Hearron, 1999, p. 329). Teachers should speak in a normal voice directly to children on their eye level. A softer tone is more effective. “In classrooms where loud or shouted guidance is being used, you will probably see fearful children, unheeded guidance, or both” (p. 329), and children will emulate the behaviors they observe. Therefore, teachers should model the behaviors they want children to emulate (Hildebrand & Hearron, 1999).

When early childhood practitioners observe and record aggressive unacceptable behaviors being promoted then early intervention technique(s) must be implemented to combat negative behaviors. Therefore, the implementation of the Antecedent-Behavior-Consequences (A-B-C) behavior plan is one technique to promote prosocial skill development to reduce or eliminate aggressive behaviors. Through observations, documentation, identification of factors, identification of problem behavior, and development of specific strategies all recorded on the A-B-C behavior plan with reinforcers for desired behavior of prosocial skills and consistent consequences used for said behaviors where change should occur with children.

Procedures

Teachers completed each of the Signs of Aggressive Behaviors Questionnaire, The Teacher Control of Child Behavior, Preschool Behavior Project 12-item Aggression Scale, and A-B-C Behavioral Plan, for a period of 5 weeks (i.e., approximately September to October).  Details about the exact procedures used to administer each measure are reported in the Measures section.  Upon completion of the study teachers and children were verbally thanked for their participation.

Results

The following analyses were conducted to assess relationships between early childhood practitioners thoughts, skills and implementation of strategies to reduce or eliminate children’s aggressive acts over the five weeks.  First, to assess early childhood practitioners perception and definition of aggression of preschool age children.  In addition, to perceived notions of increase or decrease in aggressive behaviors.  Second, analyses were conducted to assess programmatic influences on classroom management with the actual implementation of strategies toward aggressive acts, attitudes working with aggressive children, and perceptions to reduce those acts.  Third, analyses were conducted to assess the Preschool Behavior Plan (PBP) 12-item pre- and post scores to reduce or eliminate mid- to high levels of aggressive acts and early intervention resources needed to combat specific acts.

Perceptions and definitions of aggression.  The early childhood practitioners described the aspects of aggressive behaviors observed from personal experiences.  To assess this question, the 5 early childhood practitioners were interviewed using the Signs of Aggressive Behaviors Questionnaire. A broad definition of aggressive behavior emerged from these practitioners as some type of physical act done by the child on someone else or on himself or herself. For example,

ECP 1 defined aggressive behaviors as ones that exceed the ability of a teacher to handle. It may be pushing, biting, and hitting. 

 

ECP 2 said that a child that doesn’t listen to their teacher and hits other children or teacher was aggressive.

 

ECP 3 defined aggressive behavior as any type of behavior that’s going to put another child, another person, or themselves at harm.

 

ECP 4 not only defined aggressive behavior as when a child is hurting himself or others but gave an example of an aggressive act: For example, throwing a chair at another child or just running wild [in the classroom].

 

ECP 5 stated that aggressive behavior was behavior that might hurt the child or someone else, such as hitting, kicking, or fighting.

 

The teacher’s definition of aggression corresponded to Kostelnik, Whiren, Stoderman, Stein, and Gregory, (2000) as “to harm things or people in which the aggressor experiences satisfaction with the harmful outcome,” (p. 493).

Perceived increase or decrease in aggressive behaviors.  The early childhood practitioners reflected upon their experiences when asked whether they had seen an increase or decrease in aggressive behaviors in children during their years of teaching, 4 of the 5 early childhood practitioners stated they had witnessed an increase. The reasons they gave for this increase included: watching violent television shows, residing in violent communities, and lacking social skills.

ECP 1 said that parents are not helping teachers with their child to learn appropriate social skills and they [children] are watching too many violent programs on television. Therefore, the children come to school and act out those acts on classmate and myself and I have to let them know they can’t do that.

 

ECP 2 stated that every school year I’ve seen an increase in children being aggressive. Most of the children I’ve worked with come from neighborhoods that there is a lot of violence seen such as cursing out someone, shooting, fighting, and a whole lot of other things. Unfortunately, the children think that’s acceptable behavior and come to here [school] not talking about a problem just reacting physically. I had a boy last year that when he first started would hit constantly when he wanted a toy or be first in line. I had to talk with him several times a day to get him to understand to use his words. Then one day, he used his words and I almost fainted [ha! ha!]. Oh, also the television shows I hear them talk about have a lot of cursing and violence in them that they act out here at school.

 

ECP 4 stated that she believed that the increase in aggressive behaviors is because parents are not able to spend quality family time to help children learn good social skills. Everybody [parents] is trying to make that dollar to give the child all the materials things instead of time. Children watch all types of programs on televisions in their bedrooms and observe how people interact in their community that are violent acts to get what they want. Parents must help us [teachers] reinforce positive social skills.

 

ECP 5 said that I noticed that many parents will tell their child if someone hits you, hit them back with no questions asked. This defeats me trying to help children learn positive social skills to solve problems. Also, I see and hear the children talk about shows watched on television or at the movies and they come back to school and respond to what they’ve seen. We are living in a world that violence is used to solve our problems not the problem solving skills I was taught in school.

 

ECP 3 view differed that she hadn’t seen an increase or decrease in aggressive behaviors. I think percentage wise it is equal just different levels or types of aggression demonstrated by children. 

 

Programmatic influenced on classroom management.  Results from the Teacher Control of Child Behavior Scale revealed that 4 of the 5 early childhood practitioners had high positive self- perceptions of their ability to manage classroom behaviors. Data from this scale indicated that teachers who scored lower on the Teacher Control of Child Behavior Scale had more children identified as having mid to high levels of aggression than teachers who scored high on the scale. This relationship was also been found by Parkay and Stanford (2004) were teachers who lack appropriate classroom management skill have children with high levels of aggression.  Conversely, the study conducted by Mavropoulous and Padeliado (2002)  found  teachers with high perceptions of classroom management skills have children who exhibit low levels of aggressive behaviors. In this study, the teacher who scored lowest (3.57) on the Teacher Control of Child Behavior Scale, ECP 1, had 8 children who were scored in the mid to high range on the PBP 12-item Aggression Scale. A-B-C behavior plans were developed for and implemented with the identified children. The 2 early childhood practitioners who scored the highest on the scale, ECP 4 (4.71) and ECP 5 (4.71), had 2 and 3 children respectively for whom A-B-C behavior plans were written. Both ECP 2 and ECP 3 scored (4.0) on the scale and had 3 and 4 children respectively and A-B-C behavior plans were written for those children.

Attitudes Toward Working with Aggressive Children

The Signs of Aggressive Behavior Questionnaire was also used to assess the teacher’s attitudes toward working with aggressive children. The ECPs listed the motivation of educators to continue working with children who exhibit aggressive behaviors as commitment to education, job satisfaction, and professional development. The early childhood practitioners willingness to accept feedback and implement strategies also demonstrated their dedication to the profession and was illustrated by their satisfaction in successful classroom management skills.  These perceptions of the participants is supported by the research of Caprara, Barbaranelli, Borgoni, and Stecca (2003).  For example,

ECP 1 said that educators are to be the facilitators and committed to provide quality care for the children in our classrooms along with helping the children learn to use their words. Even though I see an increase in aggressive behaviors but I love teaching and truly feel I can make a positive impact on children’s lives. Overall, I love what I do.

 

ECP 2 stated children change and we as teachers must continue our education to make sure we are giving the best education to each child. Also, I have to teach the child good social skills to be fair to all children, and them know when they act inappropriately.

 

ECP 3 felt that my role is to take the techniques discussed in my college classes and bring them back to my classroom. Therefore, I help to facilitate learning or give the child different ways to calm themselves down without being aggressive. I thoroughly love my job, seek out different resources, and talk with my co-workers for ways to work with aggressive children.

 

ECP 4 saw that basically, it’s my role to figure out what’s going on with the child. It’s truly satisfying when I or other resources have helped an aggressive child. From my love of teaching I must find out what’s going on because a child who’s aggressive cannot function in the classroom and they are not learning. Basically, that’s why I’m here to teach.

 

ECP 5 said that I try to put into practice what I was taught in college and from educational workshops attended. I have a commitment to children and I teach children how to use appropriate behaviors and find alternative ones to solve problems.

 

Perceptions to Reduce Aggressive Behaviors

Another question on the Signs of Aggressive Behavior Questionnaire was used to respond to the question where ECPs broadly defined what’s most important to reduce aggressive behaviors.  For example,

ECP 1 said that I use a variety of strategies to reduce aggressive behaviors discussed my classes and talk with co-workers. I will research out different resources out to help an aggressive child. In addition, I welcome people to come in, observe and give me feedback to be a better teacher.

 

ECP 2 said I talk to the child, set him/her aside, then ask him/her to tell me what happened. I use the skills learnt while in school and from professional training workshops attended. When these techniques don’t work for a child I talk with my director and co-workers for other strategies. The main thing is my love and commitment to teach all children good social skills.

 

ECP 3 stated first, and foremost I must figure out why the child is doing whatever. I review my textbooks and talk with co-workers to try different strategies to reduce aggressive acts. Through attending workshops I learned different techniques to help children learn to calm down along with teachers maintaining a high level of professionalism and my family supports me to seek out resources to help my aggressive children.

 

ECP 4 stated that I use the Me Cube as a separate corner in the room to talk with the child one-on-one and eye-to-eye to better understand what’s going on. Teachers must have a strong commitment to the field to help educate all children. From helping children I get a total satisfaction from knowing I helped a child.

 

 ECP 5 said that each teacher must be committed to teach all children irregardless to behaviors and have the basic knowledge from classes and workshops on how to work with aggressive children. Teach children social skills, ways to solve problems on their own, and keep children actively involved in activities.

 

Preschool Behavior Project (PBP) 12-item Pre- and Post- Scores.  One way this question was addressed was by comparing the children’s pre- and post-scores on the PBP 12-item Aggression Scale, observations, and personal communication. After the initial classroom observations and completion of the PBP 12-item Aggression Scale, early childhood practitioners and myself met to discuss the children who were identified as having mid to high levels of aggressive behaviors. A-B-C behavior plans were developed with strategies and techniques to reduce or eliminate the aggressive acts. Of the 20 children identified as having mid to high aggression, 16 were boys and 4 were girls. According to the early childhood practitioners, the boys primarily exhibited physical aggression; whereas, the girls exhibited expressive aggression. There are findings from Crick, Casas, and Ku (1999) and  Fields and Boesser (2002) who found that boys tend to exhibit physical aggression; whereas, girls tend to exhibit expressive aggression. Girls expressed themselves verbally; whereas, boys were more physical in communicating wants or needs.

From the pre- to post scores, each of the 20 children showed a decrease in the number of specific aggressive acts during the study period. As the study progressed, the meetings were held during naptime to discuss the children’s progress according to the A-B-C behavior plan and whether other modifications were needed. The plans were reviewed at each meeting and discussions took place on whether stated behaviors had occurred from the last visit to date and, if so, did the strategies listed reduce aggressive behaviors. If not, alternative strategies were discussed to modify the listed one(s). The results of this study found reduction of aggressive acts using an A-B-C behavior plan, as did studies conducted by Bandura (1976), Binder, Dixon, and Ghezzi (2000), Boyajian et al., (2001), Burke, Hagan-Burke, and Sugai (2003), Frey (2000), Hoff, Ervin, and Friman (2005), Kolis and Dunlap (2004), Slaby et al., (1995) and Wardle (2003).  Only ECP 5 shared the technique of creating a special signal (‘give me five”) for the child to know the rough play was unacceptable and was not an effective strategy for the child. However, it was observed that this early childhood practitioner did not make eye contact and use a firm voice tone so that the children did not understand they needed to conform the directive spoken. It was pointed out to ECP 5 of her ineffective voice tone and she practiced the command while I was there to gain comfort in implementing it with the children. In the coming weeks, the strategy worked in reducing roughhousing acts. For example, during one observation a boy in the block center tossed a unit block into the music center. ECP 5 walked over calmly to the child, made eye contact, and held up her hand. The child stopped, put his hands by his side, and made eye contact with the teacher. The teacher proceeded to bend down and discussed the behavior. The child walked over to the music center and picked up the unit block then continued to build his house with the blocks.

In conclusion, the early childhood practitioners who are the heart of learning community

environments must be shown appreciation for their experiences of strategies that are incorporated

for each individual child and seeing the importance of the flow of the day, know through

capitalizing on each child’s interests, furnishings, materials, relationships with child, family

members and external partners along with support from administrator working towards keeping

child in program setting.  The transcribed responses must be taken into account through being

embedded in college/university coursework in courses such as introduction to early childhood

education, child guidance, and social and emotional development ensuring practitioners gain a

better breath, depth and application when faced with challenging aggressive behaviors which

would lead to child being suspended or expelled from program.

References

Bandura, A. (1976). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

Binder, L. M., Dixon, M. R., & Ghezzi, P. M. (2000). A procedure to teach self-control to children with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 33, 233-237.

Boyajian, A. E., DuPaul, G. J., Handler, M. W., Eckert, T. L., & McGoey, K. E. (2001). The use of classroom-based brief functional analyses with preschoolers at-risk for attention deficit hyperactivity disorder. School Psychology Review, 30, 278-293.

Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behaviors: Preliminary results from a single-case experiment. Learning Disability Quarterly, 26(1), 15-24.

Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca P.  (2003).  Efficacy beliefs as determinants of teachers’ job satisfaction.  Journal of Educational Psychology, 95, 821-832.

Crick, N. R., Casas, J. F., & Ku, H. C. (1999). Relational and physical forms of peer victimization in preschool. Developmental Psychology, 35, 376-385.

 Fields, M. V., & Boesser, C.  (2002).  Constructive guidance and discipline preschool and primary education (3^rd ed).  Upper Saddle River, NJ:  Merrill Prentice Hall.

Frey, K. S. (2000). Second step: Preventing aggression by promoting social competence. [Electronic version]. Journal of Emotional and Behavioral Disorders, 1-14.

Hildebrand, V., & Hearron, P. F. (1999). Guiding young children (6th ed.). Upper Saddle River, NJ: Pearson Education.

Hoff, K. E., Ervin, R. A., & Friman, P. C. (2005). Refining functional behavioral assessment: Analyzing the separate and combined effects of hypothesized controlling variables during ongoing classroom routines. School Psychology Review, 34(1), 45-57.

Kolis, M., & Dunlap, W. P. (2004). The knowledge of teaching: The K3P3 model. Reading Improvement, 41(2), 97-107.

Kostelnik, M. J., Whiren, A. P., Soderman, A. K., Stein, L. C., & Gregory, K.  (2002).  Guiding children’s social development theory to practice (4^th ed.).  Albany, NY:  Delmar.

Mavropoulous, S., Padeliado, S. (2002). Teachers’ casual attributions for behaviour problems in relation to perceptions of control. Educational Psychology, 22(2), 191-202.

Parkay, F. W., & Stanford, B. H. (2004). Becoming a teacher (6th ed.). Boston: Allyn and Bacon.

Slaby, R. G., Roedell, W. C., Arezzo, D., & Hendrix, K. (1995). Early violence prevention tools for teachers of young children. Washington, DC: NAEYC.

Wardle, F. (2003). Introduction to early childhood education: A multidimensional approach to child-centered and learning. Boston: Pearson Education.

Early Childhood Practitioners Strategies for Working With Aggressive Children (Part 1)

             This study compared 5 teachers’ existent strategies of aggressive behavior of 20 preschool age children who demonstrated mid- to high levels of aggression utilizing the development of the Antecedent-Behavior-Consequences (A-B-C) intervention behavior plans.  Results revealed that aggressive acts decreased due to specific, behavioral-based strategies that were implemented within the 5-week study.  In addition, data revealed the institutions of higher education must better prepare teachers in the areas of classroom management and early intervention strategies for aggressive behaviors.

 

Children between the ages of 3 and 5 who exhibit a specific emergent rise in unexpected aggressive behaviors and poor social skills are at greater risk of facing lifelong challenges in all areas of their lives. Excessive aggression, especially physical and emotional, may ultimately lead to such negative consequences as school failure, drug addiction, criminal activity, and incarceration (Barkley et al., 2000; Frey, 2000; Loeber, 1990; Pepler & Rubin, 1991; Stormont, 2000). Bell, Carr, Denno, Johnson, and Phillips (2004) observed that aggressive behaviors such as hitting, pushing, shoving and antisocial acts such as bullying and taunting are easily identified in early childhood settings. Although young children have always manifested some undesirable behavior traits, many more characteristic of one stage of development or another and within a range considered normal, the number of aggressive acts committed by preschool age children is escalating to unprecedented levels  (Campbell, 1997; Campbell, Shaw, & Gilliam, 2000;  Hawkins, Catalano, & Miller, 1992; Reguero de Atiles, Stegelin, & Long, 1997). A 2001 statewide study on pre-kindergarten expulsion in Massachusetts showed that 39% of teachers (119) reported expelling at least one child within 12 months due to aggressive acts (Gilliam, 2005). During 2003 and 2004, Gilliam (2005) conducted a national study showing that of 766,907 enrolled pre-kindergarten children, 5,117 were expelled from centers. Pre-kindergarteners are “being suspended or expelled from their educational programs, [but] almost no research exists on the topic” (Gilliam, 2005, p. 1).

Researchers have attributed the increase in aggression among younger children to their exposure to violence as “family violence and nonfamily assaults, witnesses of family and community violence, and viewers of media violence” (American Psychological Association, as cited in Slaby, Roedell, Arezzo, & Hendrik, 1995, p. 1). Garbarino, Kostelny, and Dubrow (1991) supported the idea that children’s daily exposure to violence was being increasingly exhibited in their interpersonal interactions. The National Association for the Education of Young Children (NAEYC) stated, “Those children who are not directly exposed [to violence] are affected by pervasive violence” (Slaby et al., p. 1). “Studies have shown that children exposed to models involved in aggressive behavior increase their own aggressive behaviors” (Wardle, 2003, p. 386). Media depictions of violent acts to resolve issues harm preschool children who have not developed the cognitive skills to distinguish between fantasy performances and real life. In the early 1990s, NAEYC developed a position statement about violence in children’s lives that included calling upon those who work with young children to act.

[It recommended that professionals] support violence-prevention efforts and promote children’s resilience to violence. . . The early childhood profession has an important role to play in breaking the cycle of violence in the lives of children through (1) professional preparation, development, and support; (2) early childhood programs and curricula; and (3) partnerships with parents. (Slaby et al., p. 175)

 

Early childhood practitioners play a particularly important role in helping children learn appropriate behaviors and in instilling prosocial skills (e.g., sharing, taking turns) the children will need as adults. When children learn prosocial skills, they are less likely to fight to solve problems (Richardson, 2000; Sebanc, 2003; Stormont, 2000; VanDerHeyden, Witt, & Gattis,

2001).

Direction of the Connection

            The purpose of this study was to determine if a relationship existed between perceptions of aggressive behaviors and if the implementation of the A-B-C behavior plan reduce or eliminate aggressive acts for children who exhibited mid- to high levels of aggression.  The review below is previous research of types of aggression, aggressive children’s profile, and early childhood practitioner’s profile.

Types of Aggression

One view is that children exhibit three types of aggression to achieve a desired end: instrumental, hostile/physical, and relational/expressive (Bell, Carr, Denno, Johnson, and Phillips, 2004) Bell et al. suggested that instrumental aggression occurs when children use materials “to obtain an end (e.g., to get a desired toy)” (p. 7). This type of aggression is witnessed more often in a learning environment serving younger rather than older children. One example of instrumental aggression is biting, which generally occurs because children have limited language skills to articulate their needs and wants to peers; therefore, the children bite to convey their needs. McEvoy, Estrem, Rodriguez, and Olson (2003) reported that physical aggression, “such as hitting, pushing, kicking, throwing objects, or threatening to perform these acts” are all committed with the “intent to get their needs met through physical means” (p. 53). Hostile aggression requires teachers to monitor and reinforce prosocial skills to prevent further attempts to harm the victim because this form of aggression “is frequently directed toward the same children (i.e., the victims)” (Crick, Casas, & Ku, 1999, p. 377). Hildebrand and Hearron (1999) stated that hostile aggression is when the “child derives satisfaction from hurting another or doing damage” (p. 160). In working with children who exhibit hostile aggressive acts, teachers would be “wise to seek the assistance of a professional counselor or psychologist as well, for children who take pleasure in inflicting harm are probably in some sort of psychological pain themselves” (p. 160). Relational/expressive aggression is characterized by “cursing, taunting, ridiculing, or name calling [and] often accompanies physical aggression” (Bell et al., 2004, p. 8). If a teacher does not intercede when aggressive action takes place, the aggressor will “experience diminished self-awareness and self-regulation, lessened inner restraint, and heightened freedom to engage in aggressive or other deviant behaviors” (Goldstein, 2001, p. 165).

Hildebrand and Hearron (1999) asserted that children often exhibit aggressive behaviors because they have not learned alternative ways to express their feelings or get what they want. Therefore, they express their feelings by harming themselves, others, and property. This behavior shows that children need to learn how to use words to express their emotions and learn alternative ways to solve problems.

Aggressive Children’s Profile

Aggressive children demonstrate specific behaviors that have negative consequences for them and those around them. These children display “verbal provocations and threats, physical fights, poorly controlled anger, low frustration tolerance, bullying, and disruptive behavior” (Van Bilsen et al., 1995, p. 145), and these behaviors are directed at peers, teachers, and others with whom they interact with daily. As children continuously demonstrate aggressive social behaviors, they “are often rejected and ‘actively disliked’ by their peers, which causes them to retaliate aggressively or withdraw from further social interaction, thus setting in motion a negative pattern of social behavior that is difficult to reverse” (Farver, 1996, p. 333). Without intervention, this learned social behavior often continues through their lives and sets them on a downward spiral that may lead to incarceration (Farver, 1996).

Slaby, Roedell, Arezzo, and Hendrix (1995) reported that about “80% of children’s aggressive behaviors were directly rewarded by particular actions of the victims, such as giving up toys, crying, or withdrawing from the scene” (p. 158). If the victims of aggression continue with behaviors that serve as a reward to the aggressor, the aggressor is likely to soon commit a similar attack on the same victim. On the other hand, Slaby et al. (1995) reported, “When the victim did not submit to (and thus reward) the aggressor but instead stood up to the aggressor firmly but nonviolently, the aggressor was likely to change both the type of aggression and the choice of victim” (p. 158). This finding demonstrated that early childhood practitioners can intervene by helping children learn to resolve problems prosocially instead of resorting to aggression. Teachers can help children victimized by aggression and aggressive children to learn the skills they need to resolve using social skills.

Researchers have investigated the issue of gender difference and aggression in children in the learning environment. Fields and Boesser (2002) found that “Gender segregation appears to be a result of different styles of play” (p. 64): cooperative, associative, parallel, and so forth. Furthermore, they reported, “More boys tend to engage in rough-and-tumble play, and girls may congregate in the playhouse” (p. 64). Children’s developmental stages also influence their styles of play and the distinct forms of aggression they exhibit. Girls form exclusive relationships that can cause hurt feelings within the group, whereas boys form relationships through dominance and power games that cause physical injuries. These findings concurred with those of other researchers, who noted that the duration of aggressive acts was documented from early childhood to adulthood and that boys or men and girls or women were reported to exhibit distinct forms of aggression, with “boys [exhibiting] physical aggression [and] girls [exhibiting] relational aggression” (Crick, Casas, & Ku, 1999, p. 380).

Preschool-age children tend to play more often with same gender than with the opposite gender. How teachers view gender difference influences their interactions with boys and girls, causing them to treat girls “in ways that encourage compliance and dependence” and boys “in ways that encourage assertiveness” (Fields & Boesser, 2002, p. 64). Teachers may send mixed messages that boys should be aggressive and that some types of aggressive behavior are acceptable. When children enter childcare centers, teachers may be more lackadaisical in disciplining boys than girls, perhaps because boys tend to engage in rough-and-tumble play, while girls play in the housekeeping or dramatic play center.

Another major approach to helping children reduce aggressive behaviors is to build self-esteem in children who lack it. Miller (2004) noted that aggressive inappropriate behaviors indicate that children feel a "sense of hopelessness” (p. 236). Without early intervention to reduce aggressive antisocial behaviors, children will likely continue disruptive aggressive habits into adulthood. Preschool is an optimal time for professionals and parents to teach social skills such as sharing and taking turns to solve problems as a means of obtaining the desired object (Mize & Ladd, 1990). Children must be given concrete examples of how to respond in a prosocial manner and chances to practice appropriate social skills for building positive interpersonal relationships and self-esteem.

References

 

Barkley, R. A., Shelton, T. L., Crosswait, C., Moorehouse, M., Fletcher, K., Barrett, S., Jenkins, L., & Metevia, L. (2000). Multi-method psycho-educational intervention for preschool children with disruptive behavior: Preliminary results at post-treatment. Journal Child Psychology, 41, 319-332.

 

Bell, S. H., Carr, V., Denno, D., Johnson, L. J., & Phillips, L. R. (2004). Challenging behaviors in early childhood settings: Creating a place for all children. Baltimore: Paul H. Brookes.

 

Campbell, S. B. (1997). Behavioral problems in preschool children. In T. H. Ollendick & R.J. Prinz (Eds.), Advances in clinical child psychology (Vol. 19, pp. 1-26). New York: Plenum Press.

 

Campbell, S. B., Shaw, D. S., & Gilliam, M. (2000). Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment. Development and Psychopathology, 12, 467-488.

 

Crick, N. R., Casas, J. F., & Ku, H. C. (1999). Relational and physical forms of peer victimization in preschool. Developmental Psychology, 35, 376-385.

 

Farver, J. M. (1996). Aggressive behavior in preschoolers’ social networks: Do birds of a feather flock together? Early Childhood Research Quarterly, 11, 333-350.

 

Fields, M. V., & Boesser, C.  (2002).  Constructive guidance and discipline preschool and primary education (3^rd ed.).  Upper Saddle River, NJ:  Merrill Prentice Hall.

 

Frey, K. S. (2000). Second step: Preventing aggression by promoting social competence. [Electronic version]. Journal of Emotional and Behavioral Disorders, 1-14.

 

Garbarino, J., Kostelny, K., & Dubrow, N.  (1991).  No place to be a child:  Growing up in a war zone.  New York:  Lexington.

 

Gilliam, W. S. (2005). Prekindergarteners left behind: Expulsion rate in state prekindergarten system. Yale University Child Study Center. Retrieved June 30, 2005, from http://NtlPreKExpulsionPaper03.02new.pdf

 

Hawkins, J. D., Catalano, R. F., & Miller, Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological Bulletin, 112, 64-105.

 

Hildebrand, V., & Hearron, P. F. (1999). Guiding young children (6th ed.). Upper Saddle River, NJ: Pearson Education.

 

Loeber, R. (1990). Development and risk factors of juvenile antisocial behavior and delinquency. Clinical Psychology Review, 10, 1-41.

 

McEvoy, M. A., Estrem, T. L., Rodriguez, M. C., & Olson, M. L. (2003). Assessing relational and physical aggression among preschool children: Intermethod agreement. Topics in Early Childhood Special Education, 23(2), 53-63.

 

Miller, D. F. (2004). Positive child guidance (4th ed.). Clifton Park, NY: Delmar Learning.

 

Mize, J., & Ladd, G. W. (1990). Toward the development of successful social skills training for preschool children. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 338-361). New York: Cambridge University Press.

 

Pepler, D. J., & Rubin, K. H. (1991). The development of treatment of childhood aggression. Hillsdale, NJ: Erlbaum.

 

Reguero de Atiles, J. T., Stegelin, D. A., & Long, J. K. (1997). Biting behaviors among preschoolers: A review of the literature and survey of practitioners. Early Childhood Education Journal, 25, 101-105.

 

Richardson, R. C. (2000). Teaching social and emotional competence [Electronic version]. Children and Schools, 22, 246-252.

 

Sebanc, A. (2003). The friendship features of preschool children: Links with prosocial behavior and aggression. Social Development, 12, 249-268.

 

Slaby, R. G., Roedell, W. C., Arezzo, D., & Hendrix, K. (1995). Early violence prevention tools for teachers of young children. Washington, DC: NAEYC.

 

Stormont, M. (2000). Early child risk factors for externalizing and internalizing behaviors: A 5-year follow-forward assessment. Journal of Early Intervention, 23, 180-190.

 

Van Bilsen, H. P., Kendall, P. C., & Slavanburg, J. H.  (1995.  Behavioral approaches for children and adolescents challenges for the next century.  New York:  Plenum Press.

 

VanDerHeyden, A. M., Witt, J. C., & Gatti, S. (2001). Descriptive assessment method to reduce overall disruptive behavior in a preschool classroom. School Psychology Review, 30, 548-567.

Preparing for Early Childhood Education Professional Learning Community in Your Program

 

A preschool director, Artena announces during the staff meeting “the program is going to implement an early childhood education professional learning community for different age levels.  We will start first with the pre-k teachers and then proceed with other age groupings until we have moved to infants/toddlers teachers”.  One teacher responds, “We talked a little bit about this concept in an early childhood course I took last semester”.  Another teacher states, “What is an early childhood education professional learning community?”  The director says, “Our early childhood education professional learning community is where we will have age level teachers meeting to discuss issues and map out ways to resolve them with the support of administration, board of directors, and others in the center.  In addition, we are calling ours early childhood education professional learning community to empower teachers through highly interactive, specific time to meet and talk openly, the willingness to accept feedback working toward improvement for issues, respect and trust among colleagues to make a better overall high quality program.

Artena, sitting at her desk reviewing federal and state mandates for preschool age children (e.g., ready to learn upon entering kindergarten, increase children’s literacy that promote phonemic awareness, letter recognition, segmenting words into sounds, and decoding print text) recalls attending an annual state early childhood education conference where the presenter spoke on professional learning communities at the K-12 public school system.  Artena recognizes that the components could be modified and implemented at her program to fully have teaching staff and others who are fully functioning to exhibit the best quality program for children and families.  Honestly, she was not sure if teachers and staff would embrace this or think it is something else they did not have time or be compensated for extra time spent on this idea.  When teachers and others in the program understand the concepts of professional learning community it give a voice to those who need to understand what is culturally developmentally age appropriate practices is ensuring the best high-quality education.  In addition, teachers are “more inclined to want to know what others know and how they can help” (Lieberman et al 2009 p. 462) facilitate becoming colleagues and forming the basis foundation for a professional learning community.

Artena researched more information on professional learning community before presenting the concept to teachers and staff then found out the positives outweighed barriers for not to work effective where age level teachers are working together from observations, analyze of classroom and children work, and find solutions through continuous dialogue (Wood 2007).  Teacher who participate in professional learning community have a reduction of feeling isolated in situations faced in their classroom, an increased commitment of the program’s responsibility for all children enrolled and more satisfaction in the early childhood education profession through higher morale and lower rate of absenteeism (Hord 1997).  In addition, Artena learned the professional learning community benefits the children by having greater academic gains, reduce the achievement gap of children and a lower rate of children absenteeism (Hord 1997).

Starting an early childhood education professional learning community can be a challenge particularly in a setting that does not bring teachers and others together to discuss the betterment for children and meeting program’s mission and goal statements.  Some barriers identified for professional learning communities cited for K-12 sites were schedule time to meet, reserve time with non-classroom teachers, and stay focused of mission and goal of meeting (Lujan & Day 2010).  Child development programs can incorporate professional learning communities to be designed that will meet the needs of individual program mission and goal statements.  This additional community vision will have a tremendous impact as parents and future employees on collaborating on culturally developmentally age appropriate practices.

Steps to starting an early childhood education professional learning community

            What are the steps to planning an early childhood education professional learning community at your site?

Review purpose.  Meet with teachers and discuss the mission, vision and goals of the early childhood professional learning community.  Through the conversation everyone understands the purpose and can carry out what’s best for children and their families and program at-large.

Plans prior to first meeting.  A specific date (e.g., once week, once month), time (e.g., naptime, afterschool) and timeframe (e.g., 1 hr., 2 hrs.) must be set and arrangements made to cover classrooms.  For example, if meeting is set during naptime ask parents to sign-up (volunteer) assisting with coverage with other teachers/staff not attending meeting.  Secure a meeting room so the time allotted is spent on agenda items.  Ask each member to bring a list of issues for the first meeting for discussion and prioritization

Format for first meeting.  Select a member of the group to facilitate, record minutes that can be discussed at future meetings and be a timekeeper.  A different person should be selected for each meeting so one person is not always responsible for carrying out the meeting.  Establish rules for members to adhere to for discussion (e.g., no side bars, be honest, remember confidentiality, focus on children, no hierarchy of expertise, be respectful).  Ask members to share their list of issues, discuss and prioritize in the order to work on remaining the mission and goals of the group. 

Format for implementation.  The recorder will read minutes from last meeting and continue planning as needed to accomplish mission and goal of issue.  Teachers are working together to pose, analyze and find solutions to issues and secure outside resources, if needed.  Outside resources may need to be invited to share with members and action taken from information.  Also, there will be times that an assigned task will not require members to meet face-to-face and the goals can be accomplished through technology.  This process is continued until members feel confident about actions before moving to next issue.  During this process teachers are building their pedagogical knowledge and advocate what are culturally developmental age appropriate practices.    Periodically review the mission, vision and goals to ensure the members are acting accordingly.  In addition, conduct evaluations and assessments on what is working well and areas that need to be redefined for positive effectiveness.

Learn more.

            These resources can be helpful in implementing professional learning community at your site:

Bolam, R., A. McMahon, L. Stoll, S. Thomas, & M. Wallace.  2005.  Creating and sustaining effective professional learning communities.  http://www.dcsf.gov.uk/research/data/uploadfiles/RB637.pdf.

Burnette, B.  2002.  “How We Formed Our Community”.  Journal of Staff Development 23(1):  51-54.

Hughes, T. A., & W. A. Kritsonis.  2007.  Professional learning communities and the positive effects on achievement:  A national agenda for school improvement.  http://www.allthingsplc.info/pdf/articles/plcandthepositiveeffects.pdf.

Jessie, L. G.  2007.  “The Elements of a Professional Learning Community”.  Leadership Compass 5(2).  http://www.naesp.org/resources/2/Leadership_Cp,[ass2007/LC2007v5n2a4.pdf

Conclusion

Professional learning communities when structured well will have educators constantly learning together and working towards expanding one's knowledge facilitating culturally linguistic high-quality environments.  Within the space, constantly trying out new strategies to facilitate children's learning which is culturally developmental age-appropriate practices in domain skills along with needed resources put in place.

References

Hord, S. M.  1997.  Professional learning communities:  Communities of continuous inquiry and

            improvement.  Austin:  Southwest Educational Development Laboratory.

Lieberman, A., & D. H. P. Mace. 2009.  The role of ‘accomplished teachers’ in professional

            enabling leadership.  Teachers and Teaching Theory and Practice, 15(4):  459-470.

Lujan, N., & B. Day.  2010.  Professional learning communities:  Overcoming the roadblocks. 

            The Delta Kappa, Gamma Bulletin, 10-17.

Webb, R., G. Vulliamy, A. Sarja, S. Hamalainen, & P. L. Poikonen.  2009.  Professional learning

            communities and teacher well-being?  A comparative analysis of primary schools in

            England and Finland.  Oxford Review of Education, 35(3):  405-422.

Wood, D. R. 2007.  Professional learning communities:  Teachers, knowledge, and knowing. 

            Theory into Practice, 46(4):  281-290.

Why and should African American preschoolers be suspended or expelled?

 As early childhood educators prepare to provide high-quality culturally developmentally age appropriate learning experiences for preschool age children one major issue being faced by them is challenging behaviors where they are unsure how to manage behaviors effectively. Therefore, the alternative from the consistent challenging behaviors is to suspend or expel the preschooler from the program.  Research data has shown that African American children are 2.5 times more likely to be suspended or expelled than other children and boys represent 82 percent at least once (https://www.americanprogress.org/issues/early-childhood/news/2017/11/06/442280/new-data-reveal-250-preschoolers-suspended-expelled-every-day/).  If strategies are not put in place for African American preschoolers, they are more likely to drop out of school, be incarcerated, and fail a grade or grades.  Early childhood educators must reverse these statistics to ensure African American preschoolers are given the early foundations for school success into adulthood.  There is no research that supports suspending or expelling African American preschoolers have a positive outcome.  Students who are expelled or suspended in preschool are more likely to (a) lose opportunities to learn, socialize with other children, and have positive adult models, (b) develop ongoing behavior problems, (c) view themselves negatively or not capable of learning and (d) develop negative views about learning, school, teachers, and the world around them (https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/understanding-eliminating-expulsion-early-childhood-factsheet.pdf.

Before implementing strategies, early childhood educators need to conduct self-reflection on these three things that are (a) implicit bias, (b) adultification and (c) microaggression.  Afterward, redirect actions towards being more conscious than incorporate strategies for the reduction or elimination of suspending/expelling African American preschoolers.

 1.      Early childhood educator’s implicit bias – One factor that affects the high-quality of education for preschoolers is racial bias of African American students which is denoted through program’s discipline policies along with curricula choices that are displayed in physical environment, child-teacher interactions, child-child interactions and learning materials for engagement.  The implicit biases can take the form of being subconscious stereotypes of African American students with low expectations in particular by white teachers.  A Stanford study (https://news.stanford.edu/2015/04/15/discipline-black-students-041515/) found that African American students were treated differently by teachers when they did not follow given directives.  In 2014 the American Psychological Associated (https://www.apa.org/news/press/releases/2014/03/black-boys-older) research found African American boys were viewed as less innocent than their white age peers and have a greater chance of being mistaken as being older that unfortunately contributed to how their behaviors were viewed by teachers.  A study was conducted by Walter Gilliam (https://news.yale.edu/2016/09/27/implicit-bias-may-explain-high-preschool-expulsion-rates-black-children) with 135 educators who watched video clips with a black boy and girl and white boy and girl.  The teachers were asked to look for challenging behaviors.  The results showed that teachers depicted 42% of challenging behaviors exhibited were done by African American boys; however, none of the clips had challenging behaviors.   In addition, Gilliam research found “ten percent of all teachers reported having permanently expelled at least one child in the past year because of challenging behaviors” that was “2 times higher than students in grades K through 12.  As one takes a closer look at child care programs outside state prekindergarten systems … Thirty-nine percent . . . reported at least one expulsion . . . creating an expulsion rate more than 13 times higher than K through 12” (https://psychologybenefits.org/2014/12/13/preschool-expulsions/).    Therefore, early childhood educators must take a closer look at self in the mirror through conducting self-evaluation on their philosophy of being a teacher of African American preschool students and if biases are prevalent in their learning environment due to a disproportionate number of African American preschoolers are being suspended or expelled. 

2. Adultification -- The “Girlhood Interrupted:  The Erasure of Black Girls Childhood” report funded by Casey found where adults view black girls as less innocent and more adult-like than their white same age peers.  Black girls were looked upon as (a)  needing less nurture, protection, support, and comfort, (b) more independent, (c) seem older than same white peer, (d) needing less support and (e) knowing more about adult topics (https://www.aecf.org/blog/new-study-the-adultification-of-black-girls/. 

3.      3. Microaggression – The term microaggression was coined in 1970 by Chester M. Pierce where he regularly witnessed non-black American inflicting insults and dismissing toward African Americans.  According to Wikipedia.org microaggression is a term “used for brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile derogatory, or negative prejudicial slights and insults toward any group, particularly culturally marginalized groups such as African Americans.

Here are five strategies that can be implemented in educating African American preschoolers toward lessening and/or eliminating the need to suspend/expel them. 

 

A.      Learning environment - Within the learning environment students’ behaviors influence every aspect of the classroom through appropriate and inappropriate actions.  It is the inappropriate actions of African American students that can be overwhelming for some early childhood educators and they unprepared to work with these students.  After the classroom is set up take a closer look to see if the African American culture is depicted to incorporate the true sense of classroom community.  First, conduct home visits and have casual conversations with student and family members.  Take pictures of the student that will be printed and displayed throughout the classroom in appropriate areas.   Find out from the student or family members what’s their interests to include those items, when possible.  Also, embed this knowledge in conversations with the student.  Before leaving the community take pictures of various buildings, parks and so forth that will be displayed with caption and discussed.  This shows the student that their neighborhood is important.  Second, display mirrors throughout the classroom and tape accompanying statements with pictures (if possible) like “I see a scientist”, “I see a smart student”, “I see someone who is loved” and so forth.  And third, display pictures and posters of African Americans with caption (if possible) then place in related center or area within the classroom.  Remember it is important for African American students to them to see themselves in the environment and engage in conversations with them as well.

B.      Positive affirmations - African American students need to hear our voices through the words spoken which have the power to build their self-worth; whereas, negative words tear down their overall being.  Therefore, post positive affirmation with related picture(s) which is crucial to be heard daily.  The teacher will read, expand the affirmation and then display in the classroom.  For example, read the book Riley Knows He Can by Davina Hamilton and use this for the positive affirmation to say in your head “I can do this, I can!” and view children popular PBS children’s shows like Daniel Tiger’s Neighborhood then edit song/words as needed such as “A classmate is here to help” which builds a sense of community.  Create a space where students can engage in various yoga poses for self-regulation to move them into a state of calmness.  It is important for African American students to regain behaviors of self-first when inappropriate behaviors are occurring, then rejoin group when ready.

C.      Mirrored books - Rudine Sims Bishop coined “mirror” books which are books that reflect themselves, their families and the community in positive ways(https://www.weareteachers.com/mirrors-and-windows/).  Seeing characters who like yourself builds stronger sense of self including abilities that s/he can do and pursue their goals to tell their own story.  Remember, to intergrade the storyline throughout center activities and classroom at-large.  Here are some books to add not just in the reading center only but throughout the classroom (1) Dad Who Will I Be? (b) Riley Knows He Can, (c) Stephen Curry:  The Children’s Book:  The Boy Who Never Gave Up, (d) Parker Looks Up, (e) Lola at the Library, (f) I’m A Pretty Princess and (g) Sulwe.

D.     Building positive relationships with parents/family members – First, during the initial home visit (does not have to take place in the home but wherever parents/family members are comfortable to meet).  Discuss best means of ongoing communication (e.g., text, email, class Facebook page) where you can reach out with positive comments and not just when student has exhibited inappropriate behaviors.  Take pictures with short messages of student then text to parents/family members to see.  Second, during initial engagement ask parents/family members what their goals are for their child who is enrolled in your class.  Write their goals and collaborate ways as partners for the student to accomplish them.  Third, remember to use the sandwich approach when talking with parents/family members by starting with positive comments, middle layer concerns along with ways to work collaboratively towards resolutions and last layer end with positive comments.  This is where you can end the conversation with a positive affirmation you told and discuss with student that day.  In addition, ask the parents/family members to reiterate the positive affirmations as well with the student at home and throughout the day as well.  And fourth, ask parents/family members to inform you of different events the student will participate in and attend when possible.  This is the beginning in coming an extended member of the student’s family.  Remember to take pictures that can be displayed with captions in the classroom.  Also, engage the students in conversation of the feelings, thoughts and so forth about events attended.

E.      Engaging community members – First, visit barbershops and hair salons where African American students go and solicit employers/owner to come to school and talk about what they do and/or discuss other ways to volunteer through reinforcing the African proverb “It takes a village to raise a child”.  While in the businesses, take pictures then display in classroom with captions.  And, second talk with local churches and other organization leaders for them to come volunteer on-site or share ways they can incorporate developmentally age appropriate activities such as discussing character traits (e.g., kindness, courage, compassion, humility, dependability, patience) and how to implement at school.

We must work to end disciplinary practices that result in suspending or expelling African American preschool students, but create learning environments where they feel safe, nurtured and supported ensuring their cognitive, emotional and social development through building a sense of belong to this classroom community.  There is no significant difference in behavior between African American and white students; however, African American students are punished more severely less serious actions which more subjective to teacher interpretation reflect back to implicit bias, adultification and microaggression.

 

References:

 

Black Boys Viewed as Older, Less Innocent Than Whites, Research Finds (March 6, 2014).  American Psychological Association.  Retrieved from https://www.apa.org/news/press/releases/2014/03/black-boys-older

 

Gilliam, W. S.  (December 13, 2014).  What Could Make Less Sense Than Expelling A Preschooler?   Retrieved from https://psychologybenefits.org/2014/12/13/preschool-expulsions

 

Hathaway, B.  (September 27, 2016) Implicit Bias May Help Explain High Preschool Expulsion Rates for Black Children.  Retrieved from https://news.yale.edu/2016/09/27/implicit-bias-may-explain-high-preschool-expulsion-rates-black-children

 

Malik, R. (November 6, 2017).  New Data Reveal 250 Preschoolers Are Suspended or Expelled Every Day. Retrieved from https://www.americanprogress.org/issues/early-childhood/news/2017/11/06/442280/new-data-reveal-250-preschoolers-suspended-expelled-every-day/

 

Moran, K. (July 12, 2018) What are Mirrors and Windows.  Retrieved from https://www.weareteachers.com/mirrors-and-windows/.

 

Parker, B.  (April 15, 2015).  Teachers More Likely to Label Black Students as Troublemakers, Stanford Research Shows.  Retrieved from https://news.stanford.edu/2015/04/15/discipline-black-students-041515/

 

The Annie E. Casey Foundation (July 26, 2017).  New Study:  The “Adultification” of Black Girls.  Retrieved from https://www.aecf.org/blog/new-study-the-adultification-of-black-girls

 

Understanding and Eliminating Expulsion in Early Childhood Programs (n.d.)  National Center on Early Childhood Health and Wellness.  Retrieved from https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/understanding-eliminating-expulsion-early-childhood-factsheet.pdf

 

Wikipedia – Microaggression. Retrieved from https://en.wikipedia.org/wiki/Microaggression

 

 

 

 

A Tale of Two Preschoolers Exhibiting Same Behavior

 

While viewing Patrick Briggs’ YouTube recording “A tale of two dollars” made me look at the analogy of preschool age African American versus White age peers exhibiting the same behaviors and the discipline actions along with implicit/explicit bias due to race and/or skin hue.  It is critical to take a culturally responsive strengths-based approach that focus on African American culture incorporating those skillsets not viewing and being through intentionality implementing which build upon strengths, gifts, talents and their interests toward successful educational experiences as the continue in K-12 environments and beyond if desired for productive adults.

“A tale of two dollars” has the viewer to see and state even though one remained flat and other one is balled up they both have the same value and same worth.  Take the analogy to flat dollar bill is white preschooler and balled up on is an African American preschooler who are the same age with goals set to progress in domain skills.  Again, flat dollar (white student) and balled up dollar (African American student) who is seen as not having worth to make required modifications or equity work for successful outcome in your class.  Great teachers see the positive, potential and possibilities the child has inside to tap into their greatness.  Yes, every child is worth the investment but what is the reality given to African American children?

Gloria Ladson-Billings (2009), coined the term culturally responsive or culturally relevant education where teaching is informed by the content in conjunction with the experience’s children/students lived or currently living.  Also, Geneva Gay (2010) further defined culturally responsive teaching identifying primary characteristics that are (1) cultural respect, (2) responsiveness, (3) relevance, (4) rigor and (5) research. 

Based on research conducted by Walter Gilliam (2005) data revealed there are 3 B’s for high percentage of preschool age children being expelled and/or suspended.  The 3 B’s are Big, Black and Boys and I want to add the letter D for those who have been diagnosed with a Disability.  It should be denoted that African American girls are being expelled and/or suspended not far behind African American boys both higher than White and Asian age peers. 

It’s time to look back at the “The Tale of Two Dollars” through the lens of educators being culturally responsive of all children/students enrolled instead of facilitating learning from the White European textbook which most of our 2- and 4-year institutions of higher education in the education, child development and early childhood programs which in return is implemented when becoming a classroom teacher, administrator, early mental health consultant and other related fields.  Let’s take a closer look at the directive given to sit on the carpet/floor, criss cross applesauce, wit hands in your lap with eyes on me (teacher).  The white children follow the directive; however, teacher noticed the African American boys or one in particular is not following directive which is followed by teacher call child’s name repeating sitting directives and if not followed by removal from gathering space to typically a “time out” or “calm space” to get oneself together than return once ready to follow sitting rules.

Therefore, for culturally responsive should understand and comprehend the African Americans are “movement oriented and vervistic (may be considered immature and lack self-control” (Wright and Counsell, 2018, p. 34).  The suggested culturally responsive recommendations would be (1) outline square space with tape which the child can use without disturbing classmates, (2) give child tray with puzzle pieces to put together, (3) place large ball in milk crate for child to bounce on as needed, (4) give child favorite toy or stuff animal and can be added to the list of items the child likes as an option s/he can use during sit quiet time.

Wright and Counsell (2018) stated, “Black boys display vervistic behaviors in the early childhood classroom, teachers will see students with high levels of energy, who are easily excited, physically active when engaged and mentally stimulated, and ‘loud’ when excited or engage” (p. 32).  Therefore, teachers misperceive African American children actions as defiant, oppositional, misappropriate and not adhering to the traditional norm as they were taught in education coursework.

As the educator’s lens see African American preschoolers entering the classroom with negative expectations of their achievements for while enrolled seeing you as a facilitator of scaffolding learning experiences as they progress through domain skills.  Yes, let’s engrain in adult mindset we see African American children being a “promise, potential, and possibilities (Wright & Counsell, 2018, p. 2) to inspire them towards greatness into adulthood seeing their assets and strengths.  Again, to reduce/eliminate the potential of being suspended/expelled from program becoming more equitable and culturally responsive developing of curricula.  Therefore, to be effective incorporating culturally responsive strength base approach lies deeply in knowing, understanding, cultural identities of African American students and engaging with parents/family members to better facilitate learning. 

Quote:

“There is no power for change greater than a community discovering what it cares about”.  – Margaret J. Wheatley

References

A tale of two dollars retrieved from https://youtu.be/b9Auw0MzW50

Gay, G.  (2010).  Culturally responsive teaching:  Theory, research, and practice.  New York:  NY:  Teachers College Press. 

Gilliam, W. S.  (2005).  Prekindergarteners left behind:  Expulsion rates in state prekindergarten programs (Policy Brief No. 3).  New York:  Foundation for Child Development.

Ladson-Billings, G.  (2009).  The dreamkeepers:  Successful teachers of African American children (2^nd ed.). San Francisco, CA:  Jossey-Bass.

Wright, B. L., & Counsell, S. L.  (2018).  The brilliance of black boys cultivating school success in the early grades.  New York, NY:  Teachers College Press.