Appropriate Social Behavior: Teaching Expectations to Young Children

Young children’s challenging behavior can impact all aspects of the classroom environment, including relationships (peer–peer, student–teacher), learning, and safety. Positive Behavior Interventions and Supports (PBIS) is a program that focuses on supporting pro-social behaviors and preventing chall...

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Bibliographic Details
Published in:Early childhood education journal 2012-10, Vol.40 (5), p.315-321
Main Authors: Carter, Deborah Russell, Pool, Juli Lull
Format: Article
Language:English
Subjects:
Behavior Modification
Behavior Problems
Classroom Environment
Developmentally Appropriate Practices
Early Childhood Education
Education
Learning and Instruction
Lesson Plans
Positive Behavior Supports
Positive Reinforcement
Preschool Teachers
Social Behavior
Socialization
Sociology
Sociology of Education
Teacher Expectations of Students
Teaching Methods
Young Children
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Summary:Young children’s challenging behavior can impact all aspects of the classroom environment, including relationships (peer–peer, student–teacher), learning, and safety. Positive Behavior Interventions and Supports (PBIS) is a program that focuses on supporting pro-social behaviors and preventing challenging behavior. PBIS begins with building a foundation of universal practices and creating a common language that teachers, children, and families can use to talk about behavior. The identification and defining of appropriate behavioral expectations and the systematic teaching of those behavioral expectations is paramount to preventing challenging behavior. This article describes the steps involved in identifying classroom behavioral expectations and the development of developmentally appropriate lesson plans to teach those behaviors to young children.
ISSN:1082-3301
1573-1707
DOI:10.1007/s10643-012-0516-y