Introduction
The behavior of a child is considered conspicuous if it differs significantly from the norm, i.e. the generally accepted behavior of children of the same age. This description includes a variety of different disorders that can have a greater or lesser impact on the life of the child and its environment. These do not always necessarily have an illness value or should be regarded as a disorder, but are usually a “normal” reaction to experiences and influences from the child’s environment depending on his or her emotional and psychological state.
How do behavioral problems manifest themselves in kindergarten?
In kindergarten many children are loud and impetuous. What is normal behavior for a toddler would be a serious behavioral disorder in a teenager. A behavior is therefore only conspicuous when it differs from the norm, i.e. the average of children of the same age.
It is usually more difficult to detect something like this in kindergarten than at school, and only slightly pronounced disorders can easily be overlooked. Outwardly directed behaviors such as aggression and violence against other children and teachers, strong fidgeting, complete rejection of rules and authority, etc. are often already conspicuous in kindergarten.
Other behavioral problems such as strong shyness and anxiety are more difficult to detect, as infants can generally be very reserved and anxious. The so-called internalizing behavioral problems are often only discovered when they are very pronounced or persist until school age. According to statistics, the number of young children with behavioral problems increases before they start school and requires training of educators and parents to avoid persistence into school age and thus a potential impairment of development.
How do you recognize students with behavioral problems?
At elementary school, many children with behavioral disorders are noticed for the first time or develop them for the first time. It is not uncommon for them to show this behavior even at school and behave much less problematic at home. Typical abnormalities include fidgeting and distractibility, kicking, hitting and bullying of classmates, refusal to perform tasks and the like.
Furthermore, behavioral problems can also manifest themselves in withdrawal and shyness, separation anxiety, other anxiety disorders and similar symptoms. An important role in such a situation therefore plays the teacher, who must recognize the behavior and steer against it with the correct measures. Unfortunately, many parents also blame teachers when their child becomes conspicuous for the first time, although the causal factors are usually to be found at home or in the immediate environment and with the child itself. Therefore, the cooperation of teachers and parents in the treatment of behavioral problems at elementary school age is extremely important.
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