I have been reading chapter 8 of my textbook: Kaiser, B. & Rasminsky, J.S. (2012), Challenging Behavior in Young Children: Understanding, Preventing and responding Effectively, Upper Saddle River, NJ: Pearson Education.Please discuss social context. What I have to consider about this topic is when working to prevent challenging behaviors in young children.I assume by social context, you mean the importance of play? For your text says that play is important to the childs social, emotional, cognitive and physical well-being (Ginsberg, 2007; Hirsh-Pasek & Golinkoff, 2008). The text also refers to an educational theorist, Vygotsky who placed play as the key to developing self-regulation, which is so important to the childs learning of self-regulation. They cite a charming example of children playing make believe in a restaurant. The child selected as the server forgets and starts acting like the chef. The other children help him or her to self-correct. Mary, you can substitute any number of different scenarios if you dont want to use the same example as in the text. For example, the students could pretend they are playing beauty parlor. One child is selected as the cashier but forgets himself and starts acting like the stylist. The text also refers to executive functions of the mind which can be taught in order to improve self regulation (Barnett et al, 2008, Diamond, Barnett, Thomas & Munro, 2007). They refer to a type of class called Tools of the Mind in order to teach these skills. These students showed much lower levels of problem behaviors.Now Mary, you also ask about preventing problem behaviors. One example can be the one listed above. Another one as your text says on p. 160 is to give children choices in their activities. When given choices, children are far less likely to seek to overpower others. It is when choice is unstructured that children begin to behave aggressively. One way to counter this is to give some kind of structure even to center time. For example, many teachers have a chart of all the centers in the room. There are a number of tacks or clothespins showing how many children may go to each center. In fact, a great deal depends on how the teacher structures the classroom. The text gives an example of nap-time (Kaiser & Rasminsky, 2012). They suggest that the most tired go to nap first. Separate areas can be allocated for sleepers, resters, and those who can play quietly. Mary, I dont know how much detail you want, but another difficult transition can be to the end of the day when parents go to pick the children up. A suggestion can be made of allowing children to wind down a little before leaving with their parents. Reference:
Kaiser, B. & Rasminsky, J.S. (2012), Challenging Behavior in Young Children: Understanding, Preventing and
responding Effectively, Upper Saddle River, NJ: Pearson Education.

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