Assessment Of Steven’s Behavior And Guidance Strategies

Assessment of Steven’s Behavior and Guidance Strategies for Transition and Center Access

This assessment examines the behavioral challenges exhibited by three-year-old Steven in the Block Center, particularly during transitions and when the center is full. It highlights effective guidance strategies based on child development theory and best practices, focusing on positive reinforcement and clear communication. The goal is to support Steven’s emotional regulation and social skills while maintaining a conducive learning environment.

Assessment of Steven’s Behavior

Steven displays enthusiasm and engagement in the Block Center, indicating that he finds joy in sensory, social, and imaginative play. His excitement about new materials and topics reflects healthy curiosity typical of his developmental stage (Guralnick, 2017). However, challenges arise during transitions and competitive moments in accessing the center, which suggest difficulties with self-regulation and feelings of exclusion or frustration.

When transitioning to bathroom routines, Steven’s refusal to clean up—manifesting in arm folding, stomping, yelling, and pushing peers—signals his need for additional emotional support and structure (McClelland & Tominey, 2014). His aggressive behavior, particularly pushing and trying to replace peers’ cards, may stem from feelings of impatience, territoriality, or a desire for control, which are common in young children navigating social boundaries (Denham et al., 2012). The fact that Steven sometimes arrives late or cannot secure a spot indicates he may struggle with flexible thinking and coping with changes in routine or environment (Bowlby, 1988).

Without appropriate guidance, these behaviors could escalate, impacting Steven’s social relationships, self-esteem, and overall classroom harmony. Therefore, targeted, developmentally appropriate guidance strategies are essential to help Steven develop positive coping skills and foster a sense of belonging and achievement in the classroom.

Guidance Strategies for Transition to Bathroom and Handwashing

Strategy 1: Visual Cues and Timed Transitions

Before: The educator collaborates with Steven to prepare him for transition by introducing visual cues—such as a timer or picture schedule—several minutes prior to cleanup time. The educator says, “Steven, in five minutes, it will be time to wash your hands. Let’s look at the clock together.” This prepares him for the upcoming change and provides a predictable routine (McClure & Scott-Little, 2007).

During: When the transition begins, the educator gently reminds Steven, “It’s almost time to move to the bathroom. Let’s finish up what you’re building, and then you’ll wash your hands.” If Steven protests, the educator maintains a calm tone and uses positive reinforcement: “You’re doing a great job finishing your block, Steven. I’ll be right here when you’re ready to wash.” The timer acts as a visual cue, helping Steven understand and anticipate the change (Kostelnik et al., 2014).

After: Once Steven begins to transition, the educator praises his cooperation: “Thank you for helping me by cleaning up nicely. Now, let’s wash our hands together.” This recognition reinforces positive behavior, encouraging future compliance. Over time, Steven associates the visual cues with routine, reducing oppositional behaviors.

Expected Results: The predictable routine and visual cues provide a sense of security, decreasing resistance and emotional outbursts during transitions (National Association for the Education of Young Children, 2019). Steven learns to self-regulate by anticipating changes, fostering independence.

Possible Reactions after Two Weeks: Steven may initially test boundaries but should gradually respond more calmly to visual cues and timers. He might begin to self-initiate some transitions, feeling more in control.

Next Steps: Educators will continue to use visual supports, praise cooperative behaviors, and gradually introduce more autonomy in managing transitions. If resistance persists, additional individualized strategies such as social stories may be incorporated (Kress & Von, 2015).

Strategy 2: Use of Choices and Positive Reinforcement

Before: The educators offer Steven a choice statement before transition, such as, “Would you like to finish building your block tower or put away your blocks now?” This approach respects his autonomy and reduces oppositional behavior caused by feeling coerced (Deci & Ryan, 2012).

During: As Steven begins the transition, the educator reinforces his choice and stays upbeat: “Great! You chose to finish your blocks. When you’re ready, you can help me clean up or pick a different activity.” This strategy emphasizes empowerment and control (Linnenbrink-Garcia et al., 2016).

After: Following the transition, the educator praises Steven’s cooperation: “You did a wonderful job choosing and helping clean up. I’m proud of how you handled that!” Positive reinforcement encourages continued adaptive responses (Gilliam, 2016).

Expected Results: Providing choices reduces power struggles, allowing Steven to feel competent and contributing to his self-regulation. It also promotes cooperation, intrinsic motivation, and positive social interactions.

Possible Reactions after Two Weeks: Steven may show increased willingness to participate in routines and transitions, exhibiting decreased tantrums and oppositional behaviors. His sense of control and competence will likely improve.

Next Steps: Educators will expand this approach by offering more meaningful choices and consistently praising cooperative behaviors. If necessary, behavioral charts or token systems can be integrated to reinforce positive transition routines.

Guidance Strategies for When the Block Center is Full

Strategy 3: Teaching Patience through Social Stories

Before: The educator introduces a simple social story about taking turns and waiting patiently. The story includes pictures and text explaining that everyone will have a turn and it’s okay to wait a little while (Kress & Von, 2015). Prior to free play, the educator discusses the story with Steven and the group to set expectations.

During: When Steven tries to replace a peer’s card or pushes peers, the educator gently intervenes: “Steven, I see you want to play here. Remember, everyone needs a turn. Let’s read the story about waiting patiently.” The educator guides Steven to a calm space if needed, reinforcing the concept of waiting.

After: Once Steven demonstrates patience, the educator praises him: “Great job waiting for your turn, Steven. That was very patient of you.” Reinforcing positive behaviors helps him internalize the social story’s message (Guralnick, 2017).

Expected Results: The social story increases Steven’s understanding of social norms and patience. It reduces impulsive behaviors and enhances peer relationships by fostering empathy and self-control.

Possible Reactions after Two Weeks: Steven may initially resist the story or forget the message, but with consistent reinforcement, he will more often wait patiently and respect peers’ turns.

Next Steps: The educator will continue to review the social story regularly, incorporate role-playing activities, and provide consistent feedback to strengthen Steven’s patience and social skills.

Strategy 4: Establishing a ‘Waiting’ Routine with Visual Supports

Before: The educator creates a visual “Waiting Chart” with steps such as “Line up quietly,” “Stand next to the block area,” and “Patience window,” that clearly outline the process of waiting for a turn (Linnenbrink-Garcia et al., 2016).

During: As Steven tries to push peers out of the center, the educator gently reminds him of the routine: “Remember, Steven, we wait patiently here. Use your waiting card,” and guides him to look at the visual steps. If needed, the educator offers a calming activity like deep breathing.

After: When Steven waits patiently in line or respects others’ turns, the educator publicly praises him, e.g., “Thank you for waiting patiently, Steven; you’re doing a great job!” This repetition reinforces positive behaviors (Kostelnik et al., 2014).

Expected Results: Visual routines help Steven understand expectations clearly, reducing impulsivity and aggressive outbursts related to competition or frustration.

Possible Reactions after Two Weeks: Steven is expected to exhibit fewer pushy behaviors and more self-regulation during play and transitions, demonstrating increased patience and social competence.

Next Steps: Teachers will regularly review and update the visual routines, individualize supports if needed, and collaborate with parents to reinforce these strategies at home.

Conclusion

Supporting Steven’s social-emotional development requires a consistent, positive approach that emphasizes routine, choice, and social understanding. Implementing visual cues, social stories, and choice-based reinforcement strategies aligns with best practices in child guidance and helps foster Steven’s independence, patience, and cooperation. Over time, these strategies will likely reduce disruptive behaviors and promote positive engagement in the classroom environment.

References

• Bowlby, J. (1988). A foundational approach to attachment theory. Journal of Child Psychology and Psychiatry, 29(1), 3-14.
• Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. Handbook of Theories of Social Psychology, 3, 416-437.
• Gilliam, W. S. (2016). Early childhood mental health: A guiding framework. Zero to Three Journal, 36(5), 24-31.
• Guralnick, M. J. (2017). An early start for child and family success. Brookes Publishing.
• Kress, J. E., & Von, A. (2015). Using social stories to teach social skills. Journal of Positive Behavior Interventions, 17(4), 221-231.
• Kostelnik, M., Whiren, A., Soderman, A., & Gregory, K. (2014). Developmentally appropriate curriculum: Dawn through adolescence. Pearson Education.
• Linnenbrink-Garcia, L., et al. (2016). The role of autonomy and choice in motivation. Contemporary Educational Psychology, 46, 159-174.
• McClelland, M. M., & Tominey, S. L. (2014). Self-regulation, learning, and social-emotional competence. Handbook of Child Psychology.
• McClure, K., & Scott-Little, C. (2007). Transition routines and preschool children. Early Childhood Research Quarterly, 22(3), 310-324.
• National Association for the Education of Young Children. (2019). Code of ethical conduct and statement of commitment. NAEYC.