Can Early Learning Prevent Youth Violence? Part 2

Children do not need to see aggressive behavior in order to learn to act aggressively. At the same time as children naturally exhibit aggression, they are also developing what is called pro-social behavior which encourages positive social interaction.

They learn to smile, offer a friendly touch or pat and can follow another person’s actions when they see another child crying. We can assume that empathy and the desire to be with and be accepted and liked by others are also innate in children. The role of parents and other adults is therefore to encourage children’s natural use of these pro-social behaviors while discouraging their natural use of aggressive behaviors.

Two things are key for parents and caregivers in addressing aggression, observation and intervention. Effective observation means monitoring children when they interact, being aware of what triggers aggressive acts, identifying when aggression occurs, who is the aggressor and who is the victim and keeping track of when and with whom the aggression occurs.

Early in a child’s life, adult intervention to support peaceful behavior and to discourage physical aggression can effectively enhance the child’s emerging control over their emotions and actions.

Interventions include timely interruptions to diffuse explosive situations, separating combatants with a “timeout”, teaching new skills, like using our words instead of screaming to express their feelings and providing for activities that limit frustration or at least are diffused before frustration takes over.

Temper tantrums are probably the most spectacular forms of aggression seen in childhood.

A vast majority of children between 18 months and 3 years will throw at least one tantrum. Tantrums are triggered by something that causes the child to experience intense frustration.

Children will be encouraged to continue to throw tantrums if they find it is an effective way to get what they want!

To avoid this merry go round parents and caregivers should not ignore aggressive behavior or contribute to it by shouting or hitting. Do not leave children to solve aggression problems on their own when they are not able to do so. Try not to put children in situations that create pointless frustration and don’t impose punishment that is excessive or not age appropriate.

Understand that discipline is more than punishment; it is an opportunity to teach children to stop, wait, speak and solve problems.

Set clear rules to establish what is and is not acceptable and enforce the rules fairly and consistently. Make sure everyone in contact with the children are aware of the rules and follow them as well.

Most of all, create that positive bond with your children, that you are present , reliable and loving, and they are more likely to respond to discipline well when they sense that attachment and affection.

We all want the best life for our children. Now, with the realization of the impact of the early years on their adult life, we need to guide them to be the best they can be. If your child does not respond to adult discipline, does not learn to control aggressive behavior or does not create positive ties with adults and other children, it is time to reach out for some help.

For information on supports and services in Prince Albert go to www.paecc.ca.

by Donna Strauss

Can Early Learning Prevent Youth Violence? Part 2

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