University Behavior Management for Young Children Report

This report analyzes behavior management techniques observed in a nursery classroom. Part A provides an anecdotal report of observation, focusing on language, listening, communication skills, technology use, and empathy, evaluating the teacher's classroom management skills. The report emphasizes the significance of classroom environment and teacher-student interactions. Part B selects Piaget's theory of cognitive development to relate to the observation data. The study investigates how teachers can use Piaget's theory to create a positive learning environment and promote student's cognitive development. The report also discusses the importance of classroom social relationships and the use of digital tools. The report concludes with recommendations for addressing classroom diversity and involving parents to enhance children's learning experiences. The assignment also includes an analysis of the classroom setting and the teacher's approach to student interaction.

Running Head: ENGLISH 1
Behavior Management for Young Children
Name of University

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Table of Content
Introduction ……………………………………………………………………………………. 3
PART A
Anecdotal report of observation …………………….…………………………………………. 4
Language ……………………………………………………………………………………. 4
Listening ……………………………………………………………………………………. 4
Efficient communication skills ..……………………………………………………………. 5
The use of technology ………………………………………………………………………. 5
Empathy …………………………………….………………………………………………. 5
Address areas of strength and challenge…….………………………………………………. 6
Evaluation of the teacher's classroom management skills ……………………………………….6
PART B
Choose a theory…………………………………………………………………………………. 7
Relate the theory to observation data………………………………………………..…………. 10
Conclusion ………………………………………………………………….……..………..…. 12
References ………………………………………………………………….……..………..…. 13

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Introduction
The early childhood teacher is an essential component of the child's microsystem and
plays an essential role in the development of children. Early childhood education and its quality
play a significant role in shaping the developing individuals and contributing to the education
system. The objective of the assignment is to understand the skills and techniques of managing
children's behavior in classrooms and evaluate the appropriate practices of teaching and learning.
The school setting chosen for the study is a nursery classroom, and the focus is on how the
classroom management and communication skills establishing a strong relationship between the
educator and the child. The nursery classroom setting and student-teacher interactions are
observed to evaluate classroom management and communication skills.
PART A
Numerous studies show that one of the most challenging tasks for any teacher is to
manage a classroom. Classroom management includes the physical environment of the class, the
classroom attitude, the body language of the teacher, and how to increase active learning by
motivating learners (Haque, 2018). The nursery class selected for the study is made of 24
children aged 3- 4-year-old. Eighteen of them are native Malaysians, while four are Chinese and
2 are Indians. There are two teachers assigned for the classroom, and hence the student to child
ratio is 1:12. The classroom has vast windows that make the room well-lit and airy. The
preschool classroom is spacious enough, and there are 12 tables with two children sitting on each
table. Each table is painted in different bright color and labeled by their names. The floor is
covered by a mat, and there is a play area at the back of the classroom. The play area is more
open and covered with a bright blue carpet. There are different plastic containers that hold toys
and other materials. There are colors and crayons stacked neatly in one shelf. There is a

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bookshelf at the side that holds reading materials and books for the children.
Anecdotal report of observation
The observation in the preschool classroom is carried out for a week, and focus is on
evaluating the strategies used by the teacher for behavior management for young children. The
typical day in the preschool classroom starts with free playtime, and the teacher allows the
children to decide which area to play in. The report would examine effective Classroom
management techniques and how the teachers develop communication skills with their students.
The purpose is to maximize learning experiences among students and improve teaching with
reviewed routines and better practices. The observation report focuses on communication
strategies, non-verbal, and verbal communication, the language used the expression of feelings.
Language
The teachers know each and every student by name, and each child is greeted
individually upon arrival and bid goodbye at departure times. They communicate with the
children in accurate grammar and use positive language when addressing the students. It is
observed that teachers make use of open-ended questions beginning with how, why, what,
which, and more. Polite and courteous behavior is encouraged with the use of words like Please,
Thank You and Welcome.
Listening
The teachers listen patiently and actively to children and give them their undivided
attention. They show complete interest by bending down and squatting to make eye contact with
the child. They wait for the child to complete his sentence without interrupting and show
acceptance reactions by smiling and nodding. No child is interrupted while he is speaking, and

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all the children listen attentively when some instruction is given by the teachers.
Efficient communication skills
When the verbal and non-verbal communication style of the teachers is observed, it is
seen that the teachers use a pleasant voice tone and make use of their body language to
communicate effectively. They speak a bit firmly to tell the child about the importance of the
instruction being given. The teachers smile a lot at the children and sing and laugh with them.
They touch their shoulder and cheeks and embrace them to keep them motivated.
The use of technology
Technology can play a decisive role by creating an active learning environment for
children. The teachers use Digital technology in the classrooms to provide a productive outlet for
preschool children to demonstrate their creativity and learning. Apart from a TV used for
watching cartoons, children are given tablets and keyboard computers to explore touch screens.
Teachers use the digital projector to capture the classroom activities and display them on the
screen. Interactive whiteboards are used to enhance the learning environment in the classroom.
Empathy
The teachers are sincere and transparent in their expressions and feelings towards the
children. They accept the child and his issues without getting biased or being in denial about his
current beliefs. The teachers encourage the children to use verbal and nonverbal messages to
express himself. Children use a finger to closed lips and make frequent eye contact with each
other and the teacher. Clapping, smiling and greeting each other with Good Morning" and
"Good-Bye" are encouraged on a daily basis.
Address areas of strength and challenge

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It is the responsibility of the teachers to assess the creative instincts of each child and
strengthen his or her weak areas. A child may carry strong speech skills but might be weaker in
motor skills. It is observed that the teachers motivate the children with weaker motor skills to
play more in the play area and involve them in activities like block building and beading. Those
who are less conversant than their peers are motivated to read words and sing along with the
teachers.
Evaluation of the teacher's classroom management skills
i) Based on the above observations of the nursery classroom, the classroom environment
was found to be satisfactory. The current study shows that preschool teachers carry a high
understanding of classroom management and make good use of verbal and non-verbal skills to
motivate and empathize with the children. The social and emotional competence of children
relies on a high-quality preschool experience. The teacher's primary concern is to prepare the
children socially and emotionally for the elementary school environment and manage their
behaviors (Lloyd et al., 2013). As can be seen from the observations made, the classroom
environment and management are satisfactory. The teachers are well aware of the essential
components of social and emotional competence and how to promotes positive social behavior
within the classroom. They focus on the essential elements of using proper language, listening
patiently and actively, and follow efficient communication skills with both verbal and non-verbal
style. Children are given a transparent learning environment that reflects effective classroom
management by the teachers.
If I was the teacher in the classroom, I would manage the classroom environment in a
similar manner. The observation highlights the essential role of teachers, their roles in managing
the classroom, and keep the students engaged in effective learning. The children's behavior

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during classroom shows good predictive validity when it comes to skills, knowledge, and
behaviors. However, there is one aspect where I would like to empathize on, and it is handling
the classroom diversity. As there is are Malaysian, Indian, and Chinese students in the classroom,
it is essential for the teachers to address classroom diversity. This is one aspect which is ignored
within the classroom and if children are exposed to other cultures and become more accepting
towards them with a better understanding. The teachers should be accepting and welcoming
towards all students regardless of their race or religion. They should tell stories about different
cultures and display posters on popular festivals celebrated in India, China, and Malaysia. There
are artworks on the wall with a variety of multicultural children. On a particular day, the children
should be encouraged to wear Indian, Chinese, and Malaysian costumes and share food
belonging to a particular culture.
Another aspect where I would make some changes is by involving the parents. It would
be a good idea to let a parent volunteer a day and participate in classroom activities and offer
support to the teachers. There is a growing body of research that shows the positive impact of
parent-teacher partnerships on the learning outcome of children. The quality of parent-teacher
relationships can build a positive learning environment at home and in school, as asserted by
Cheung & Pomerantz (2011). Such partnerships should be encouraged in schools and
communities.
PART B
Choose a theory
There are different groups of theories that are used to explain child development and
how children imbibe knowledge. As these theories focus on learning through activities, the level
and kind of interaction between the child and his educator hold great significance here. There are

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different cognitive theories that explain child development and Piaget theory is one of them
(Kamarulzaman & Hafiz, 2019). Jean Piaget was an influential psychologist, and his
developmental psychology theories are still used by the teachers today. The teachers can create a
supportive and effective learning environment for children by applying Piaget's theories to their
classroom and curriculum. By incorporating Piaget's theories in elementary classrooms, student
learning outcomes are likely to be positive. There are different ways to implement Piaget's
theories of developmental psychology in classrooms.
According to Piagetian theory, "The experience of interpersonal argumentation provides
children with the need and the occasion to justify their assertions, ideally with arguments that
have force even for persons who do not share the same perspectives" (Atwood, Turnbull, &
Carpendale, 2010). From a Piagetian position, it is an active constructive process that can
transmit knowledge in a child. Piaget acknowledged social interaction to be an essential
component in the development of the child. A vast range of learning theories govern the
teachers, the students, and the center of instructions within a classroom. Whereas behaviorist
theories focus on teacher-centered instruction, cognitive framework underpin on learner-centered
instruction (Yilmaz, 2011). Teachers are expected to teach as per the cognitive learning theories.
The inquiry learning method is based on Piaget's theory of cognitive development and
encourages higher-order thinking skills among the students. Discovery learning teaching method
motivates the students to explore their surroundings and interact with their environment.
Problem-based learning method involves introducing a problem to the children and asking them
to find a solution collectively (Yilmaz, 2011). The biologically-motivated Theory of Cognitive
Development introduced by Piaget is still followed by educators and researchers today. Piaget
posited that cognitive development as a continuous process (Ewing, Foster, & Whittington,

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2011). Students should be cognitively challenged during the class sessions for further cognitive
development. Teachers can plan ahead with the course content and classroom questioning that
can promote higher levels of student thinking among students.
Classrooms with more peer connections led to socially supportive behaviors and a more
significant number of students agreeing with their teachers and classmates. Teachers can
deliberately structure such connections in classroom activities to promote transparent social
relationships (Cappella, Neal, & Sahu, 2012). The classroom social relationships rely on the
emotional support and agreement among the participants. The emotional well-being of the
children, stable friendships, and free expressions and sharing of perspectives lead to secure
classroom social relationships. According to Moore (2017), whatever the medium of education
and play in the classroom, it is essential to keep the children creative and experimental so as to
develop meaningful learning outcomes. Digital tools like computers and tablets promote
children's active engagement and develop expressive exchange between two preschoolers.
When applying Piaget's theories in the classroom, it is essential to make good use of
props and visual aids. The instructions given to the students should be clear and relatively short,
with more use of verbal language. It is essential to be sensitive to the students and give them a
supportive environment where they can express freely. The children need a wide range of
positive experiences to enhance their concepts, perceptions, and language. The students should
be encouraged to learn from their peers and make mistakes. Learning from peers provides them a
complete education, and they add to their knowledge through trial and error. As different
children reach developmental stages at different times, it is essential for the teachers to be patient
and respect each child. A variety of classroom activities based on hands-on learning and different
learning styles was encouraged by Piaget.

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Effective teaching strategies based on Piaget's stages of cognitive development involve
hands-on learning for the students. It is essential to offer cognitive development opportunities for
children (Ewing, Foster, & Whittington, 2011). There is a growing body of evidence that
suggests that preschool academic skills are a strong predictor of later academic achievement as
compared to social and emotional competence. According to Lloyd et al. (2013), the positive
social interaction of the children with their peers and a supporting and nurturing environment at
school can go a long way to strengthen the social and emotional competence. Often teachers
have to deal with the behavioral problem among students and often feel incompetent to handle
those issues. A frequent negative teacher-child interaction can only increase in the aggressive
behavior in the child. Various classroom modifications and interventions like embedding student
preferences in the activities, or lessening the duration of tasks plus playful adult-child
interactions can lead to improved child behavior (Levine, & Ducharme, 2013).
Relate the theory to observation data
When Piaget's theory is related to the observation data, one can see the relations and
outcomes. The daily schedule of the classroom under study begins with the students coming in
and being welcomed by the teachers. The morning time usually consists of teachers helping the
students to settle down and put away their belongings. Piaget believed in participatory
experiences in the classroom, and cognition development before the language. Children sing
songs, learn new experiences through play, and are engaged in a Storytime daily. The teacher
asks several open-ended questions to keep the students engaged. Students work together in a
specific area of the classroom for colors, matching, counting objects, and sorting. They are
allowed to do whatever interests them and move throughout the classroom freely for better
exposure and interactions with each other. The young students participate in role-playing and

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play activities to develop their social skills. At the end of the day, the students gather their things
and materials and are ready to go home.
As asserted by Atwood, Turnbull, & Carpendale (2010), social interactions facilitate
development and cooperation, and those relationships are based on mutual respect among equals.
Piaget characterizes relationships as ways of talking with others. Research on child
characteristics and social-emotional adaptation shows the significance of social relationships
between a child and his teacher and his classmates. In a classroom, one can expect different
kinds interpersonal interactions to occur, and it is the quality of theses interactions that can
impact the children's academic and social development (Cappella, Neal, & Sahu, 2012). The
observation data follows in accordance with Piaget's theory as children learn that while they are
separate from the environment, they form an essential part of the collective development. As
they cannot manipulate information, participating in symbolic play and games, they develop
psychological functioning.
They develop imaginary friends and becomes more social when interacting with other
children with a higher level of creativity and ability. The children in strong friendships use
collective pro-terms like "we" and 'us" and those verbal references reflect their affiliated
membership within a group (Bateman, 2012). Astute social competencies are essential for the
social organization process of four-year-old who seek exclusive friendships.Teachers can work
together with students from kindergarten and offer them creative problem-solving opportunities.
Children learn to work collaboratively through hands-on experiences that enhance their critical
and creative thinking (National Association for the Education of Young Children, 2011). Current
studies of children's experiences with tablet-based apps show their playful experiences and
ability to use digital tools creatively. When they are given thoughtfully selected technology tools,

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they sit together and investigate together to connect with each other and express themselves in
meaningful ways (Moore, 2017). In the given study, the use of tablets and computers by the
children allows them to explore and indulge in meaningful learning experience together. Today
many teachers use Piaget's theories and the digital tools to enhance students' education in
classrooms. It is essential to think critically about the problems involved with nursery
management and apply new knowledge. Intellectual conflict develops when there is more than
one correct answer to a given problem (Gillman, 2003). When the students ask the children
open-ended questions, they are forced to think critically and look for the right answers.
Conclusion
Learning should be an activity that should be an enjoyable and creative for the children
and using the right communications skills can indeed make a difference. A lot relies on how the
teacher plans and manages her classroom environment that is conducive to learning. When you
find the children motivated to attend the class and remain engaged in meaningful activities, it
means that the teacher is successful in shaping the appropriate practices of teaching and manage
children's behavior and communication successfully. Piaget’s theory can guide the teachers on
how to enhance students’ learning and participation in classrooms. Parents and teachers can use
Piaget's theory to support the child's growth and development in a positive direction.
setting and student-teacher interactions are observed to evaluate classroom management and
communication skills

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References
Atwood, S., Turnbull, W., & Carpendale, J. I. M. (2010). The construction of knowledge in
classroom talk. Journal of the Learning Sciences, 19(3), 358-402.
Bateman, A. (2012). Forging friendships: The use of collective pro-terms by pre-school children.
Discourse Studies, 14(2), 165-180. doi:10.1177/1461445611433630Link
Cheung, C. S., & Pomerantz, E. M. (2011). Parents' involvement in children's learning in the
united states and china: Implications for children's academic and emotional adjustment.
Child Development, 82(3), 932-950.
Cappella, E., Neal, J. W., & Sahu, N. (2012). Children's agreement on classroom social
networks: Cross-level predictors in urban elementary schools. Merrill-Palmer Quarterly,
58(3), 285-313.
Ewing, J. C., Foster, D. D., & Whittington, M. S. (2011). Explaining student cognition during
class sessions in the context piaget's theory of cognitive development. NACTA Journal,
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Gillman, J. H. (2003). A discussion format for improving critical thinking on issues affecting
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of Research in Music Education, 58(3), 276-293.

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Levine, D. G., & Ducharme, J. M. (2013). The effects of a teacher-child play intervention on
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