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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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Published in: | Early childhood education journal 2012-10, Vol.40 (5), p.315-321 |
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container_title | Early childhood education journal |
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creator | Carter, Deborah Russell Pool, Juli Lull |
description | 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. |
doi_str_mv | 10.1007/s10643-012-0516-y |
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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 |
title | Appropriate Social Behavior: Teaching Expectations to Young Children |
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