Posted: October 24th, 2023

Discuss challenging behavior in young children

Pick a favorite topic from the week 6 or week 7 lessons (readings). Write an essay that fully develops that single topic. Introduce one related research article or idea (within the last 10 years) that has impacted the topic you have chosen. Develop a conclusion that pulls together your ideas and explains why the topic you picked is important.

READ and ALIGN your paper to the RUBRIC
Submission in MS word or RTF format only.
Do not recopy the question back into your paper.
Double spaced.
This is not a personal narrative so no personal pronouns- keep it objective. There should not be “I”, “you” or “we” or other personal pronouns in your paper.
This paper is APA format- not MLA. I need to see correct formating. Make sure you also include a running head, title page is correct, font is correct, abstract is included, references are listed in alphabetical order, there is an in-text citation for your references.
Discuss challenging behavior in young children.

Challenging Behavior in Young Children
Introduction
Early childhood is a period of rapid development where children begin to explore their independence and test boundaries. For some children, this process of development results in behaviors that challenge caregivers and educators. Research has shown that certain risk factors can increase the likelihood of challenging behaviors emerging in young children (Center on the Developing Child at Harvard University, 2016). Understanding the root causes of these behaviors is crucial for implementing effective interventions and support strategies.
Risk Factors for Challenging Behavior
Studies have identified several risk factors associated with increased challenging behaviors in early childhood. Poverty and economic hardship have been linked to higher rates of behavior issues, as chronic stress negatively impacts brain development in young children (Center on the Developing Child at Harvard University, 2016). Parental mental health problems also correlate with challenging behaviors, as children are sensitive to caregiver well-being (Friedlander et al., 2019). Early exposure to trauma or adverse childhood experiences heightens the risk as well (Bethell et al., 2017). Genetic predispositions and neurological differences must also be considered as influencing factors (Center on the Developing Child at Harvard University, 2016).
Impact of Toxic Stress
Extensive research has explored how prolonged activation of the stress response system, known as toxic stress, disrupts brain architecture in children (Shonkoff et al., 2012). When stress becomes chronic and the body remains in a constant alert state, the development of brain regions responsible for emotional regulation and executive functioning can be impaired (Center on the Developing Child at Harvard University, 2016). This helps explain why risk factors involving economic hardship, trauma exposure, and caregiver mental illness are linked to challenging behaviors emerging in early childhood. The developing brain is acutely sensitive to environmental influences.
Interventions and Support

Given the complex interplay of biological and environmental factors, multi-pronged interventions are most effective for addressing challenging behaviors in young children (Friedlander et al., 2019). At the systemic level, reducing poverty and increasing access to mental health resources for families can help minimize risk factors (Center on the Developing Child at Harvard University, 2016). For children already exhibiting issues, early childhood educators play an important role in implementing classroom-based social-emotional learning programs, positive behavior supports, and relationship-focused interventions (Bierman et al., 2008). Parent training in behavior management techniques and coping strategies also yields benefits (Friedlander et al., 2019). A supportive, nurturing environment is key to mitigating the impacts of toxic stress on development.
Conclusion
In summary, challenging behaviors in early childhood often stem from interactions between genetic predispositions and environmental stressors like poverty, trauma exposure, and caregiver mental illness. The developing brain is acutely sensitive during this period. Multi-pronged interventions addressing risk factors, strengthening caregiver-child relationships, and explicitly teaching social-emotional skills show promise for minimizing issues and supporting healthy development. With early identification and a coordinated response, challenging behaviors in young children need not persist or worsen over time.
References

Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and psychopathology, 20(3), 821–843. https://doi.org/10.1017/S0954579408000394
Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014). Adverse childhood experiences: assessing the impact on health and school engagement and the mitigating role of resilience. Health affairs (Project Hope), 33(12), 2106–2115. https://doi.org/10.1377/hlthaff.2014.0914
Center on the Developing Child at Harvard University (2016). From Best Practices to Breakthrough Impacts: A Science-Based Approach to Building a More Promising Future for Young Children and Families. Retrieved from www.developingchild.harvard.edu.
Friedlander, S., Weiss, D. S., & Traylor, J. (2019). Addressing Challenging Behaviors in Young Children through Relationship-Focused Interventions. Zero to Three, 39(4), 4–12.
Shonkoff, J. P., Garner, A. S., Siegel, B. S., Dobbins, M. I., Earls, M. F., McGuinn, L., Pascoe, J., & Wood, D. L. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246. https://doi.org/10.1542/peds.2011-2663

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