When we talk about children’s challenging behavior, there are several conversational roads we take. The first, more old-fashioned and “mindless", instead of "mindful” (Ellen J. Langer) road we take is this: “He’s spoiled. His father does everything for him. They don’t’ discipline him at home.” This is a comment from a very young ECE student about a two-and-a-half year old in her classroom. “We have talked to the parents and they have him in therapy.” Not knowing all the ins and outs of the relationship of the family and center, all I could say was, “He’s two and a half? He hits, and won’t share? Hmmm. Sounds sort of two-ish to me. But has he been screened for vision and hearing? Those issues often make a big difference in behavior."
My response, on the fly, was born of experience. I once had a four who would refuse to look at puzzles and letters. His Dad was frantic that he wouldn’t be ready for kindergarten, and coached the tearful boy at home every night. (Imagine!) I asked about his vision, because his drawing was disconnected, heads and arms floating away from the bodies like helium balloons. The father was military, so they had only visited a military pediatrician. “Let’s wait six months,” they heard, time after time. I consulted with a friend whose daughter had difficulty with her eyes. The mom (who wasn’t, thank God, in the military) took her child to a terrific pediatric ophthalmologist. I recommended that the parents “got out of the service” to get more expert help. They got permission, and the boy was diagnosed with farsightedness! This boy couldn’t see up close, hence no puzzles, no letters. But lots of anxiety due to not being able to perform for his Dad. Did I mention his social skills were poor at school, and he cried in frustration over small things? Do you think his social skills improved after he got glasses? If you think no, you do not yet get the connection between the body and mind in a young child.
Another road that parents and teachers take is to label a child as having a disability without systematic observation by a teacher or other professional. Years after the boy with farsightedness, I had a four-year-old girl in my group with intense behavioral issues (pinching teachers HARD and not letting go, hitting other children). Her mother asked me almost every day, “Do you think she has ADHD?”. That is another quick judgment that parents and teachers make when they face a child who is having trouble fitting in, socially. Noting that I wasn’t qualified to judge, and, indeed, would be practicing medicine without a license to diagnose (which I tell my students, often—don’t diagnose), I suggested we go through the Child Find process to make sure we weren’t missing anything. In this case, the child passed her tests with flying colors, but the Child Find committee wisely recommended parenting classes at a reputable agency run by the school system. No more two hours of television before school. No more self-chosen bedtimes. The girl’s behavior improved.
Every child is an individual. Looking at them as problems isn’t helpful, though, heaven knows, it is terribly easy to do considering the mad pace of the average child care center. Without support from a teaching team with years of experience, a young teacher might flounder in the weeds, or continue to think that a two-year-old who hits is spoiled. End of story.