Becoming a Better Behavior Detective

Applying a Developmental and Contextual Lens on Behavior to Promote Social and Emotional Development Ms. Carrie notices 24-month-old Riley run over to Casey, an 18-month-old who Is playing quietly in the soft toys area, covering the baby dolls with blankets. [...]our reflective cycle starts by carefully observing a child's behaviors and facial expressions, by listening to their voices and words, and by systematically asking ourselves a set of questions to help us consider, and reconsider, the child's perspective: * What is the child doing? * What is the child feeling? * What is the child trying to communicate? * Is this behavior developmentally appropriate for the child's age (Copple & Bredekamp 2009; NAEYC 2020)? * What is the child's body posture and facial expression? * What is the child's tone of voice? * Does the child need a caregiver? Following an ecological systems perspective (Bronfenbrenner 1992), we start by examining what is most proximal to the child, in time and space, then move out from there, applying our behavior detective lens to all of these factors, including * the child's immediate or proximal experiences (physical well-being, immediate contexts, and day-to-day experiences) * who the child is (their developmental stage and temperament) * the child's relationships to others (secure relationships, home and community cultures) * the role that adverse experiences may be playing in the child's behavior Physical First! When children are not appropriately engaged, they seek out their own opportunities, which can lead to challenging and inappropriate behavior. [...]a key question in Step 2 asks whether a child is sufficiently engaged and appropriately stimulated by the environment.