Causes of Behavior Challenges
Vocabulary 1
Stress and Behavior Challenges
Vocabulary 2
Specific Behavior Challenges
Communicating with Families about Stress
100

These can affect some children’s behavior. Observe for symptoms such as dilated pupils, drowsiness, slurred speech, poor coordination, and general irritability.

Medications

100

Mimicking the language of another; speaking to another using their own words.

Mirror Language 

100

Extra support from teachers, friends, extended family, and the community may be necessary for children to be able to cope with what?

 a permanent stressor

100

Most children go through peaks of this between the ages of one and three, and it causes tension. 

frustration 

100

These may occur when the child is tired, hungry, overstimulated, ill, or when the child wants something

Temper Tantrums

100

These are all signs of what?

  • Accident proneness
  • Bed-wetting
  • Biting
  • Clinging to parent/guardian or teacher
  • Eating too much or too little
  • Fingernail biting
  • Frequent colds and infections
  • Grinding teeth
  • Hair twirling
  • Headaches
  • Hitting
  • Kicking
  • Indigestion
  • Nose picking
  • Prone to illness
  • Respiratory tract illness
  • Stomachache
  • Thumb-sucking

Possible physical signs of stress in young children 

200

These are examples of what, that can cause children become confused and behavior problems can arise. 

field trips, holidays, special events, weekends


Breaks in Routines 

200

Negative behavior, such as apposing every request a caregiver makes

Negativism 

200

This may happen to teachers when the ratio of children to adults is high.  

 experience burnout, emotional exhaustion, depression, and physical illnesses.

200

Children sometimes feel they are not in control. They feel defeat or discouragement by a problem that is too big for them. These feelings are called this. 

Frustration 

200

Children may do this because they cannot express themselves using words.

 bite

200

These two things are very important when it comes to communicating with families about stress. 

Two-way communication between teachers and families

A partnership with families

300

These are ways to avoid children having to do too much what?

  Be prepared, use your time wisely, be creative, be developmentally appropriate in your activity choices. 

Waiting

300

Able to bounce back quickly from stress

resilient

300

Toileting accidents and thumb-sucking are examples of this, and could occur when a new baby is born.

Regression 

300

The body’s reaction to physical or emotional factors. Often takes the form of tension.  

stress

300

A strategy to prevent tattling could be this. It will make the child feel more secure. 

building the childs self esteem 

300

These are emotional signs of stress in young children. 

  • Anger
  • Anxiety
  • Baby talk
  • Crying spells
  • Detachment
  • Excessive aggressiveness or laziness
  • Inability to focus
  • Inconsolable
  • Insomnia
  • Irritability
  • Poor judgement
  • Nightmares
  • Pounding heart
  • Screaming
  • Stuttering
  • Tattling
  • Temper tantrum
  • Whining
400

This affects children differently than adults. You should pay attention to the volume of things avoid overstimulation or hearing loss.

Noise

400

Those who watch others, but do not get involved

Onlookers

400

children watch how their parents, peers, siblings, grandparents, and teachers to learn how to cope with what?

stress

400

Too crowded, too noisy, too bright, too many choices are examples of things that could cause this in children. 

overstimulation 

400

This is normal behavior in development; however, it is not socially acceptable to engage in such behavior in public.

Body Exploration 

400

Parents or guardians feel validated when you communicate effectively. To communicate with parents you should do these things.

  • choose words the parents or guardians will understand;
  • speak softly and slowly;
  • be attentive by looking the parents or guardians in the eye and giving them your full attention;
  • invite the parents or guardians to share their perception of the child’s behavior;
  • listen carefully; and
  • thank the parents or guardians for the information and encourage them to keep you informed of any behavioral changes.
500

To control this, carefully plan each day’s activities. The activities you choose should be developmentally appropriate. They should reflect the strengths, interests, abilities, and experiences of the children in the center.

frustration

500

Overexcited 

Overstimulated 

500

This has biological consequences. It creates the dysregulation of the immune system. This undermines healthy development by increasing the child’s vulnerability to infections and chronic illnesses. It can affect the way a child thinks, feels, and acts, and it can be present in any setting where a child needs to adapt and change.

Chronic Stress

500


A term used to state how something occurs. It is the interconnectedness and influence of his cultural background, family, and learning environment.

Context

500

Preschool children do not understand the difference between these two things, in reference to stealing. 

Mine and Yours

500

This includes the family’s culture, language, structure, customs, beliefs, environment, and preferences for their child

 the context in which each child develops