Challenging Behaviors in Pre-School Children - Report Example

Title: First Chapter for PhD Thesis: Challenging Behaviors in Pre-School Children Student Name: Institution Name: RegistrationNo. Name of Lecturer: Date of Submission: Overview of the paper The main focus of this paper involves the analysis of early childhood in Saudi Arabia. It focuses on the curriculum that is used in schools in Arabia and the influence of curriculum on child development. It also focuses on the history of education in Saudi Arabia by providing a review of curricula used in the country. The main focus of this paper involves the analysis of challenging behaviors in preschool children in Saudi Arabia. It provides an overview of some of challenging behaviors that parents are likely to observe in their children. The paper then focuses on aggressiveness and lack of attention as the main challenging behaviors in preschool children. It gives the symptoms that can be observed in children to know that they have challenging behaviors. Finally, it gives a recommendation on the methods that can be used to manage children with challenging behaviors such as aggressiveness and lack of attention. Acknowledgement I would like to acknowledge the contribution of the secondary reference materials that provided me with ideas regarding early childhood education and challenging behaviors in Saudi Arabia. By using this book, I was able to get the approaches that have been used to manage education systems in Saudi Arabia. 1.0 Definition of Early Childhood Education Saudi Arabia In the context of Saudi Arabian definition, Early Childhood Education refers to educational programs or techniques that are aimed at educating children from birth to the age of eight years. This is because children in this age bracket are considered most vulnerable and they should be given proper care to overcome a number of challenges they encounter. It is a strategy of education where children are guided to learn and play and the difficulties they face are counteracted. 1.1. Saudi Arabian Policies to manage Challenging behaviors There is lack of clarity regarding Saudi Arabian policies that can be used to manage challenging behaviors in kindergartens. This paper tries to determine policies that can be implemented to manage challenging behaviors in kindergartens in Saudi Arabia. 2.0. Introduction to Challenging behaviors in Saudi Arabian Schools Challenging behaviors amongst the primary pupils has been one of the biggest priorities that the schools stakeholders try to address (Denmark, 2005). This is in line with improving the performance of the children academically through enhancing proper behavior that would promote their academic development. The various forms of behaviors have an impact in the child’s development stage (Weston, 2008). The behavioral challenges occur as a result of emotional, social and medical disorders that affect the children. This is mainly portrayed in the manner that they exhibit withdrawal and passive tendencies. In a classroom setup, the challenging behaviors may be expressed by the way the pupils exhibit abnormal behavior such as withdrawal symptoms, low self-esteem, and poor performance (Ruff & Rothbart, 1996). These behaviors may cause interference in class and hence cause distraction as the teacher is teaching. Teachers ought to deal with such behaviors. The norms of the pupils may be different to those of the teacher. This brings the disparity in the manner of handling such situations. This is a major issue that has faced Saudi Arabia. This is manifested in the aggressiveness and intimidating behaviors (Kaduson & Schaefer, 2006). Management of challenging behaviors calls for an initial effort of enhancing positive behavior among the pupils. In the realm of the education set up, the standards of the behavior that are practiced in school are based on what was not acceptable (Gaudin, 2004). Generally, there are a number of pupils who would behave in a manner that is not accepted by the level of their development. There is need to develop systems that would be vital in the development of behaviors of such children (Campbell, 2006). The system should also provide guidance to teachers in the manner that would be beneficial to teaching students. It was commissioned by Abdul Aziz Bin Saud. There then followed a series of approximately 32 years in which the kingdom was declared liberated. Saudi Arabia is managed by a monarchial system in which a council from one of the royal families selects the leader (Saudi medical journal, 1979). 3.0. Introduction to Saudi Arabian Education System Today, the education system of Saudi Arabia includes 24 universities, 8 private universities and other public universities and private universities being planned. There are also numerous colleges in the country (Rubin, & Tregay, 1989). Initially, education was considered a privilege for children from elite families and wealthy families (Rosenfeld & Bluestone, 2003). Presently, there is an increase in equality in education by the construction of facilities that enable children from various backgrounds to gain knowledge in various fields. A total of twenty five thousand schools have been constructed within a span of 70 years. Currently, children from various backgrounds are able to get education and the government plays a major role in ensuring children get education by catering for their school fees (Quarenghi & Angelo Tondini, 2011). There is a mix of curricula and this includes traditional Islamic religious education as well as lessons learned in additional fields depending on the curriculum of a school in foreign countries such as the U.S or the U.K. The schedules for these schools are similar to those used in American schools covering a period of 10 months broken down into a number of breaks such as summer breaks and religious holidays (Neighbour, 2009). In Saudi Arabia the pre-schools were introduced in 1965 at Jeddah city. Saudi Arabia has experienced rapid social changes that have made it possible for most parents to put emphasis on the importance of education to their children. By the year 1998 there were approximately, 332 PGE government kindergartens, while there were 425 private pre-schools (International Labour Conference, 2007). In Saudi Arabia, the level of educational standards affects the type of education that is practiced. Saudi manly has the foreign labor that work with the family members. This has led to the thought about the influence of foreigners to the children in the manner that they socialize (Harrison & Dye, 2008). This makes the children experience an easier life that makes them to be given virtually everything they require, unlike the previous generations in which they were obliged to work with the rest of the family to participate in the social growth. In Saudi Arabia, the government provides the education free of charge (Parke & Slaby. 1983). The private schools perform better as compared to the government schools. The educational curriculum that is followed is based on the Islamic approach. On the other hand, the kindergartens mainly focus on Muslim principles (Miller, 1996). Apparently, the kindergarten children use the curriculum developer that provides main areas of focus in providing children with knowledge in their subjects. This ensures they develop proper social and psychological skills and ensures they do not develop challenging behaviors. Very few children attend the government preschool as most of most parents do not have the resources that can be used to take their children to private kindergartens. Additionally, the locations of most of the kindergartens are mostly not suitable (Feller & Diebold, 2004). Most of them are located far away and make the walking distance to be far. The pupils find it a challenge to walk at long distances that mainly affect their learning process (Harris & Fuqua, 2000). Additionally, the buildings which are used do not have ample space, hence giving insufficient space for the playing activities for the pupils. Education in Saudi Arabia is controlled by the Ministry of Education. This ministry is responsible for providing the right education to all students, providing facilities which assist learning process, establishing new schools and providing the curricula that should be used (Faull, 2000). The ministry also ensures that training programs are provided to in-service teachers as well as ensuring adult education is conducted. The ministry also ensures that special education services are provided to students with disabilities. The Ministry of Education also represents the kingdom in international organizations and ensures beneficial education cultures are incorporated into the education system as well as promoting cultural exchange (Denmark, 2005). Elementary education for girls was initiated in early 1960s and can be obtained at both the intermediate and secondary levels. The General Presidency of Girl’s Education was partitioned into the Directorate General of Girls’ College to include junior colleges, bachelors and masters level of studies as well as specialized trainings and technical education in various fields such as nursing, teacher training and adult education (Weston, 2008). The United Nations Educational Scientific and Cultural Organization (UNESCO) and Arab Gulf Programme for United Nation (AGFUND) have come up with projects that focus on the development of the preschool curricula that relies on the current prevailing situation on the child’s development process (Ruff & Rothbart, 1996). Moreover, there has been the development of a service system that involves the training centers in the areas around Saudi Arabia. Specialized education training is offered by the Kingdom of Saudi Arabia for the deaf, the mentally retarded, those who require physical therapy and training (Kaduson & Schaefer, 2006). Teachers specializing in these fields are trained at King Saud University at the College of Education and at the College of Medicine for those who have difficulties in hearing and speaking. The Education system in Saudi Arabia is mainly portioned into five categories based on age and duration taken to complete studies. Primary education is allowed free until the student reaches high school (Gaudin, 2004). Children are however allowed to attend kindergartens according to parents’ wishes. When the children attain the age of 6 years, they are expected to enroll at primary school. They are mainly allowed to study as day-scholars. In the middle education level, general academic work is conducted on children for three years. Overall enrollment in Saudi Arabia has been reported to be as high as 95.9% with girl enrollment percentage of 47% (Campbell, 2006). Secondary education takes three years and students have to make a choice between continuing with general education and going to specialized institutions at technical institutions. In the technical institutions, three-year training is provided in fields of agriculture, commerce and industry. Saudi Arabian government reported a gross enrollment of 91% (Saudi medical journal. 1979). Vocational training is also provided by the government of Saudi Arabia by creating vocational centers that create over 3 million jobs and reduce dependence on oil revenues. These trainings are provided in the fields of metal processing, manufacturing and automotive industries. In tertiary education level, 24 public universities have been built and a number of courses are provided in the fields of engineering and medicine which take 6 years to complete (Rosenfeld & Bluestone, 2003). Courses in humanities and social sciences take 4 years to complete. The government also plays a role in providing scholarships and bursaries for regional and overseas training. 3.1. Curricula used in Saudi Arabian Education system The mode of curricula development in Saudi Arabia is designed such that all the pupils are able to acquire proper skills that would enhance their social, psychomotor and behavioral skills (Quarenghi & Tondini, 2011). The curricula developed was named as the `The newly developed curriculum for Early childhood education’ which was also termed as the `Self-Learning curriculum’. These curriculum have an interactive session with the pupils giving them a self-learning perspective in the manner in which the pupils would acquire. The removal of this curriculum is to ensure that the children would be capable of identifying their talents and nurturing them successfully (Neighbour, 2009). Teachers ought to understand the cognitive, social and the physical development of children. The curricula that is practiced at Saudi Arabia is the one that follows the following principles; flexibility, freedom, play, skills and knowledge, respect and good relationship and human interaction (International Labour Conference, 2007).The objectives of the curricula is to ensure that the teachers are capable of nursing the instincts of the given children and ensuring that they have proper growth in both their physical and psychological development as required by the Islam religion. In the case of Technical Secondary Education, there are specialized subjects such as vocational, commercial and agricultural subjects being offered (Miller, 1996). Graduates from these levels of studies are admitted to universities in humanities and social sciences departments. At the secondary levels, students share a common curriculum in the first two years which are divided into scientific and literary streams. Those who score above 60 per cent are allowed to proceed in either field while those who score below this mark are forced to opt for the literary stream. The general curriculum includes Arabic, biology, chemistry, English, mathematics, home economics, physical education and religious education. Graduates from this level of education are eligible for the award of General Secondary Education Certificate (Parke & Slaby, 1983). There are also specialized secondary schools such as Religious Secondary schools where the main focus is placed on religious studies. Those who successfully complete studies in this field are awarded the Religious Institute Secondary Education Certificate. The main subjects taught at primary schools in Saudi Arabia are Arabic, art education, geography, history, home economics mathematics as well as Islamic education. Graduates from this level of studies are eligible for award of General Elementary School Certificate. In the intermediate schools, the main subjects are Arabic, art education, English, home economics, physical education and religious studies. Those who complete these studies successfully are awarded intermediate School Certificate (Harrison & Dye, 2008). 3.1.1. Functions of Early Childhood Schools in Saudi Arabia Early childhood education system in Saudi Arabia is divided into grades which range from grade I to grade IV. The grades are based on the age of the learners and their duration in the Schools. Grade I is made up of first year learners who are usually between 3 to 5 years old. Every year, students are assessed and the successful ones proceed to the next grade. Lessons are taught by teachers who specialize in certain areas of their areas of studies. Lessons in all classes usually begin at 7 a.m and with a break at 10 a.m and the students resume classes until 1 p.m when they break for lunch. Lessons are resumed at 2 p.m to 4 p.m when learners are allowed to go home. The maximum number of children in a class is expected to be 40 and staffs are paid based on the number of students 3.2. Kindergarten Curriculum in Montessori School in Riyadh The Montessori School was developed in 2003 in Riyadh in Saudi Arabia. The school is managed according to the philosophy provided by Dr Maria Montessori. It provides education to children between ages of 0 to 3 years (Miller, 1996). The school offers a unique kindergarten program that includes the latest techniques in education with the concern of maintaining Arabic and Islamic identity. The program in Montessori is certified and includes teaching of Arabic and Islamic languages. The curriculum is exclusively kindergarten and covers beyond academics into observing of intellectual, emotional, physical growth of the child (Campbell, 2006). Furthermore, children are taught Islam in a manner that goes beyond normal teachings to enable them learn concerning Islamic values and their application in life. The school allows enrollment of children between the ages of 3 to 5 years old. The school assists children with challenging needs by making them fulfill their potential irrespective of their challenging behaviors (Tragev, 1989). Teachers in these reading clubs have been successful in cultivating a reading culture in these children as a result of using approaches which deal with defiance (Ruff & Rothbart, 1996). The learning process is based on various timings where children are taught based on requirements at a particular age. This ensures challenges associated with a particular age are addressed during class times. In the age bracket between 0 and 1 year old children, their main learning materials are toys, daybed cots and play center rooms and they are only attended to by their teachers. These teachers have special raining to assist these children in any challenges they are observed to experience. This section of Montessori school is called Montessori Pre-Nursery. The other section of Montessori School is the Advanced section where children aged 3 years and above are taught. Their teachers are professionals in the area of managing young children and they have the experience of training children to obey their teachers and follow instructions (Neighbor, 2009). They are also taught how to relate with each other. Those who demonstrate inability to obey teachers or difficulties in relating with each other are taught to have these skills. There are also after-school classes to enhance teaching of lessons conducted during the day or encouraging children to love reading. Consequently, children who are perceived to be stubborn have been able to read using some facilities that assist reading such as jolly phonics or skill board (Faull, 2000). This has been attributed to challenging behaviors of these children. The teachers have shown concern about methods that they can use to prevent these kinds of defiant behaviors so that children can benefit from after class club reading program (Kaduson & Schaefer, 2006). 4.0. Definition of Challenging Behavior in Saudi Arabia In the context of the Saudi Arabian education system, challenging behavior is defined as a condition where a child experiences changes in thinking and emotions that result in prohibited behaviors (Gaudin, 2004). The main challenging behaviors that are common among Saudi Arabian children are temper tantrums, arguments, telling lies, engaging in fights, stealing and attacking their peers. The government of Saudi Arabia has emphasized on the need for examination of this kind of behavior by encouraging examination of emotional and behavioral disorders of children in preschool age as well as across the nation (Campbell, 2006). This has been attempted by scrutinizing schools by simple approaches that do not consider complexity of interactions that result into challenging behaviors. According to this paper, it is possible to understand student behavior as developmental result that comes as a result of interactions with a number of complex environments (Saudi medical journal, 1979). One of the approaches that has been used in managing challenging behaviors in Saudi Arabia is the Behavioral model System together with Positive Behavioral Support intervention to ensure there a reduced behavioral interruptions in classrooms. This is targeted towards enhancing quality of life for children and assisting their support providers at home, school or community environment. 4.1. Major Challenging behaviors in Children in Saudi Arabia It has been observed that making a child adjust to preschool environment is a Herculean task for a number of parents (Rosenfeld & Bluestone, 2003). This has been observed in situation where a child goes to a totally new environment and has to cope with the demands in the new environment. It has been observed that the major challenging behaviors in preschool children in Saudi Arabia are aggressiveness and lack of attention (Quarenghi, Angelo Tondini, 2011). This paper gives a description of ways in which challenging behaviors are observed in Saudi Arabian Preschool children and methods gives a possible recommendation for dealing with such challenges in the conclusion. a. Aggressiveness It is a fact that children are not born aggressive. They learn these behaviors based on conditions they interact with in their environment (Neighbour, 2009). Aggression is referred to as a forceful action or procedure that can be demonstrated through attacks with the purpose of dominating. It is also referred to as the process of encroachment without provocation with injurious intentions especially when caused by frustration. Major observations that have been associated with aggressiveness are fighting with fellow children, biting, hitting and screaming. Aggressive behaviors can be observed as early as infancy stage of growth. Among Saudi Arabian children, this has been observed in the habits of biting, crying and crying when they need something (International Labour Conference, 2007). They do not say openly what they need such as touch, warmth or diaper. Toddlers have been observed to be aggressive over toys as a way of getting along with them. They also tend to overuse time away. Children who have difficult temperaments have difficulties in understanding small cues that their colleagues send out in social environments. For instance, when an aggressive child is building with blocks, he may be joined by his friend in an attempt to play with the blocks. The aggressive child may interpret this as intrusion and may want to protect his territory by attacking the other child (Harrison & Dye, 2008). Despite the attempt by the teacher to explain to the aggressive child that the intentions of his friend were aggressive, the aggressive child may not be able to understand the situation for what it actually means. Between the 1st and the 3rd grade, aggressiveness can be observed in behaviors such as slamming the door at home or confronts his friends physically (Parke & Slaby, 1983). Harsh handling of children or inconsistent handling with little consideration may result into built up anger as a result of lack of love and proper up-bringing. Such children become mean and hateful and develop attempts to strike back and revenge. b. Managing aggressiveness A number of intervention measures have been proposed for dealing with aggressive behaviors in children. One of these measures is to step in and stop the violence immediately when the child is observed to be developing aggressive behaviors (Miller, 1996). These include not yelling to the child when he appears to be aggressive or not forcing him to apologize or complaining how angry you are. If it becomes physically impossible to remove the victims from the scene of aggressiveness, walk away from the scene of the attack so that you can attend to the child when he calms down (Feller & Diebold, 2004). In addition, when parents discover that a child has an aggressive behavior, they need to ensure they control themselves by using gentle words to act as examples to the kids. For instance when the child show aggressiveness, the parent can ask the child to calm down and congratulate him when he does so. In addition, when a child has been observed to demonstrate aggressiveness, he needs to be instructed to use the words of his teacher or parents. This is because majority of children who demonstrate aggressiveness are those who do not have the right communication skills that can be useful to them in stressful situations (Harris & Fuqua, 2000). This has been observed in young children who show the tendency to bite or hit someone. These aggressive behaviors give them false sense of power over their colleagues. It is the responsibility of their teachers and parents to work diligently with their children to ensure they practice diplomacy in tough times. This involves assisting the child get their voices when they feel like reacting aggressively. This can be done by explaining and practicing using their words. This assists them in trading off aggressive behaviors in favor of more friendly words (Faull, 2000). For instance, you can assist your child to say ‘No’ to their peers rather than acting aggressively. It is common to observe children react negatively to a friend instead of expressing themselves. The use of simple words such as ‘No’ is useful in assisting the child to get his point across verbally in place of aggressively. Children can be given a series of phrases to use when interacting with their friends when they feel angry or frustrated. For instance, the child can be instructed to use the words, ‘No, that’s not mine’, or ‘I don’t like that!’ The use of these words prevents the children from striking out (Denmark, 2005). Children who show aggressive behaviors should also be regarded as having such limitations. This involves retreating in a potentially volatile situation or opting to engage the child in a different activity to prevent aggressive confrontations. For instance, when a child is observed to be involved in playing in a particular play group, the child can be prevented from going into that group until he learns to control himself. Or if certain video games, or activities frustrate a child, it is advisable to remove them from the daily activities of a child to see if these have any placating consequence on the behavior of a child (Weston, 2008). In addition, if the child demonstrates exhaustion, hunger or over-stimulation it is required that these behaviors are respected and the parent or teacher takes a low-key, slow paced activity that prevents the incidence of aggression unlikely. It is also important to appreciate the efforts of aggressive children when they are observed being good (Ruff & Rothbart, 1996). For example, when the child is observed to be in power struggle over a toy and ties to work out a solution for its ownership, it is advisable to tell them how proud you are that they used the correct words rather than resorting to aggressive actions to get their way (Kaduson & Schaefer, 2006). It is also recommended that teachers look for and continue to congratulate their children when they demonstrate good behaviors as a way of praising the right course of action as a way of motivating them to do better next time. c. Lack of attention This refers to the act of getting distracted in young children when growing up and results into lack of concentration in academics and school work (Gaudin, 2004). It is referred to as the inability to focus on the tasks that need to be achieved and is regarded as one of the factors that cause concern in parents. Medical explanation of lack of attention has been explained by a condition called Attention Deficit Hyperactivity disorder (ADHD) (Campbell, 2006). This is a neurological state demonstrated by behavioral and learning difficulties. ADHD children demonstrate difficulties in completing their work, productivity, planning or recalling things that are required at school and do not usually meet deadlines (Saudi medical journal, 1979). They are also opposite and socially aggressive. They tend to show lower attention span and lose interest in activities and they should not be ignored. There are certain behavioral characteristics that are associated with children who have attention difficulties. One of these is demonstration of inability to complete work, produce the required results, plan their activities, and remember requirements at school and usually do not meet deadlines (Rosenfeld & Bluestone, 2003). They also tend to beat about the bush simply to avoid involvement in writing or reading when they are being taught at home or at school. If they are asked to complete their assignment at a particular time, they simply do not meet the deadlines (Quarenghi & Angelo, 2011). When they are asked to read loudly, they do not complete the process and parents are forced to keep reminding them every time to read. They also tend to make disruptive noise and leave seats unexpectedly and are usually noisy in classrooms. They do not wait for their turn to speak and cause disturbances to their classmates and they do not complete their tasks in time. They are also not willing to sit or stand at a particular place for a long time. The major causes of lack of attention has been associated with common grounds such as fatigue, lack of enough sleep , improper diet and inability of teachers and parents to create interests in certain subjects (Neighbour, 2009). These problems associated with lack of understanding have resulted into a study on methods that can be used to prevent the condition in children. This ensures they understand what they are taught and are able to perform well academically. d. Managing lack of attention in Schools Lack of concentration is considered a medical as well as behavioral problem and there is the need to implement expert guidance in solving these problems. One of the approaches that is recommended is that parents and teachers should not force hyperactive children to sit for longer hours (Imperial hubris, 2004). They should be allowed to study in intervals. They also need to give children positive reinforcement when they are quiet or under the right condition and reward them whenever they abide. It is also necessary to create short-term goals for the children to ensure they realize success, and engage them in activities which prevent them from being hyperactive. It is also required that hyperactive children should not be asked questions as to why they have not been able to complete their assignments within a particular duration (International Labour Conference, 2007). However, this does not imply that the behavior should be tolerated. Such acts should be treated as temporary lack of self-control. It is also recommended that targets are set to achieve within a specific time finding the level reached by children. When it is discovered that the subject being taught is boring, it is required that interesting facts are added from a personal side and questions are asked. The method can be changed from monotonous mugging to games such as quizzes on the subject. Children also need to be ensured as being provided with the right diet and are not hungry during studies (Harrison & Dye, 2008). They need to be provided with some snacks whenever they feel hungry. They also need to be given the value of ownership of the work. This involves letting them feel that they are studying for their own benefits and not performing any task for their parents or teachers (Parke & Slaby, 1983). Students who demonstrate lack of attention can also be teamed up with good performers in class. This ensures they develop good study habits and methods from such students and set targets to reach the level and compete. It is also recommended that parents invest confidence in their children despite not performing well (Miller, 1996). This involves keeping telling them that you are completely confident in them and they can do well if they try. It is not considered a good practice to humiliate or put down children. This can result in a great loss in their esteem. 4.0 Summary of the paper The main issues that this paper tires to address are challenging behaviors that are experienced by young learners in preschools. It focuses also on the analysis of education system to provide an understanding of learning process for kindergarten learners so that areas of difficulties are determined and corrective measures implemented. The main areas of challenge that this paper tries to address include aggressiveness and lack of attention. 5.0 Conclusion This paper shows that aggressive behavior and lack of attention are still a problem in accomplishment learning needs in not only Saudi Arabian schools but also other regions globally. Since behaviors are learned and aggression is a learned behavior there is the need to ensure the right foundation is set to ensure the personality of a child is shaped and the child has the right behaviors. It is possible to manage aggressive children at school and at home by applying patient, consistent, firm and loving care to improve the ability of the child to cope with his or her aggressiveness. It also helps in improving relationship with other children and provides a better condition for living in harmony with peers at school and at home. Lack of attention is also considered a problem in preschool children both Saudi Arabia and other regions of the world. Inability to preschool children pay attention in classrooms is regarded a failure on part of parents and teachers. If a child is not given the right guidance in coping with lack of understanding, he may not benefit from education in early years and this can result into difficulties in life in subsequent years. However, this paper shows that lack of understanding can be managed by applying recommendations suggested in this paper. 1.0. References Denmark, F. L. (2005). 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