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Evidence-based strategies are presented to support inclusive participation and reduce blame while strengthening children’s competence.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/practical-strategies-for-minimizing-challenging-behaviors-in-the-preschool-classroom/600813/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/practical-strategies-for-minimizing-challenging-behaviors-in-the-preschool-classroom/600813.png","ImageObject",300,407,{"name":42,"@type":43},"dhado","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How is “challenging behavior” defined in the preschool context discussed here?","Question",{"text":62,"@type":63},"Challenging behavior is defined as any behavior that feels overwhelming to a preschooler and challenges a provider’s, child’s, or family’s sense of competence. It also limits the child’s ability to benefit from the learning environment.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why are unaddressed challenging behaviors linked to social rejection?",{"text":67,"@type":63},"The text explains that social rejection is a major consequence of unaddressed challenging behaviors. Rejection can lead children to act out, conflict with peers, or withdraw from social interaction, further worsening integration.",{"name":69,"@type":60,"acceptedAnswer":70},"What kinds of strategies does the article offer to manage challenging behaviors?",{"text":71,"@type":63},"The article uses four real-life examples to demonstrate strategies for preventing and eliminating behavior problems. 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Helping children with challenging behaviors become fully included is essentialfor them to grow and thrive in the future.  \nHui S. Jiang, M.A.& Sarah Y. Jones, M.A.  \nEvery day duringfree playtime in an inclusive preschool classroom, David (all names are pseudonyms), a 4-yearold, marches to the block center, takes all the blocks out from the shelf, and scatters them around on the floor. He piles up some long blocks and knocks them down. The classroom is filled with the loud noise of blocks hitting the floor. Teacher’s constant verbal reminders are being ignored by David. No other children are able to play in the area because David uses all of the blocks and yells at or even hits those who attempt to touch one. However, during clean up, David runs away and lets the teachers and other children put away the blocks. David is unable to play cooperatively with his peersand is often socially rejected in other children’s play.  \n\n|  |\n| --- |\n| “Sharing and cooperative play are crucial to a successful |\n| classroom.” |\n\nDoes this sound familiar to you? Do you have a child in your classroom like David? According to Raver &  \n12  \nVol 44, No 3, 2016  \nPhoto by Elizabeth Nichols  \nKnitzer (2002), one in ten young children exhibit challenging behaviors in classroom settings, and this results in the high rates of preschool expulsion due to behavior problems (Gilliam, 2005). In this study,“challenging behavior” for a preschooler can be defined as any behavior that feels overwhelming to and that challenges a child care provider’s, child’s, or family’s sense of competence. These behaviors also limit children’s ability to take full advantage of the classroom learning environment. However, it is imperative that we examine the causes of behavior to provide appropriate guidance and never blame the child.  \nThe chance of having a child like David in a classroom is quite high. Teachers report increasing numbers of children with challenging behaviors and their increasing frustration with the negative effects of those behaviorson the dynamic and routine activities of the classroom (Campbell, 2002) . Teachers are also expressing the need for training and assistance around managing challenging behaviors (Hemmeter, Corso, & Cheatham, 2006) .  \nChallenging behaviors can happen to children with a variety of abilities in all kinds of settings, and children’s early experiences as members of classroom communities serve as the foundation on which lifelong patterns of social behaviors are constructed (DEC/NAEYC, 2009) . Therefore, helping children with challenging behaviors become fully included is essential for them to grow and thrive in the future. This article examines why challenging behaviors are great obstacles for children’s learning and growth in the classrooms and uses four real life examples to demonstrate strategies to prevent and eliminate behavior problems among preschoolers. All strategies are evidence-based and easy to implement by classroom teachers.  \nDimensions of Early Childhood  \nPractical Strategies for Minimizing Challenging Behaviors in the Preschool Classroom  \nAddressing challenging behaviors is critical to ensure children’s successful preschool learning experiences. Recchia and Lee (2013) stressed that one of the biggest consequences of unaddressed challenging behaviors is social rejection. Children who are socially rejected are likely to “act out” in class, become involved in conflicts with peers, and/or withdraw from any social interaction. These challenging behaviors will, in turn, further hamper social integration and cause more rejections. Noncompliance is another common form of behavior problem","cbCailrJZrrYVpPy","https://ap.wps.com/l/cbCailrJZrrYVpPy","pdf",311302,"English","# Dimensions of Early Childhood\n## Addressing challenging behaviors in preschool learning\n## Positive behavioral interventions and practical implementation","[{\"question\":\"How is “challenging behavior” defined in the preschool context discussed here?\",\"answer\":\"Challenging behavior is defined as any behavior that feels overwhelming to a preschooler and challenges a provider’s, child’s, or family’s sense of competence. It also limits the child’s ability to benefit from the learning environment.\"},{\"question\":\"Why are unaddressed challenging behaviors linked to social rejection?\",\"answer\":\"The text explains that social rejection is a major consequence of unaddressed challenging behaviors. Rejection can lead children to act out, conflict with peers, or withdraw from social interaction, further worsening integration.\"},{\"question\":\"What kinds of strategies does the article offer to manage challenging behaviors?\",\"answer\":\"The article uses four real-life examples to demonstrate strategies for preventing and eliminating behavior problems. It emphasizes that strategies are evidence-based and easy for classroom teachers to implement.\"}]","Practical Strategies for Minimizing Challenging Behaviors in the Preschool Classroom | PDF",1792091432]