| Title: |
Appropriate Social Behavior: Teaching Expectations to Young Children |
| Language: |
English |
| Authors: |
Carter, Deborah Russell; Pool, Juli Lull |
| Source: |
Early Childhood Education Journal. Oct 2012 40(5):315-321. |
| Availability: |
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: |
Y |
| Physical Description: |
PDF |
| Page Count: |
7 |
| Publication Date: |
2012 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Early Childhood Education |
| Descriptors: |
Social Behavior; Behavior Modification; Young Children; Classroom Environment; Behavior Problems; Teacher Expectations of Students; Positive Reinforcement; Teaching Methods; Developmentally Appropriate Practices; Early Childhood Education |
| DOI: |
10.1007/s10643-012-0516-y |
| ISSN: |
1082-3301 |
| Abstract: |
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. |
| Abstractor: |
As Provided |
| Number of References: |
8 |
| Entry Date: |
2012 |
| Accession Number: |
EJ977316 |
| Database: |
ERIC |