Behavioral Issues Caused By Age In 3–5-year-Old Children

Description of Topic

Children who are treated for behavioral disorders are mostly school aged. They tend to act out in class, ignore or defy instructions given by teachers and display aggressiveness towards their mates. It is a dire need that preschool children learn to manage their impulses by gaining necessary assistance from elders. There can be numerous reasons why they throw fits, get frustrated, and impose severe tantrums (Tuovinen et al., 2021). This kind of behavior disrupts family life and puts strain on family members. Conflicts over behavior can create negative relationships with their parents. Therapy requires to be deduced for substantially assisting children with behavioral issues, by means of teaching them skills, and Resetting Relationships Positively. The faster young children get treated for behavioral issues, the longer time can be acquired by parents for applying skills sets as they would have time to reserve the gains and entrench positive interactions, for improvement of the long-term trajectory in the child. Children would have to imbibe mental health skills through the development of specific interventions suited to their cause.

1. What are the causes of behavioral issues observed in children ranging from 3-5 years old?
2. What are some behavioral and emotional disorders prevalent in 3-5 old children?
3. What are the signs and symptoms of children showing behavioral issues?
4. What strategies and therapies can be effective for reduction of behavioral issues in children?

1. To attain the causes of behavioral problems observed in 3-5 year old children.
2. To understand the symptoms in children exhibiting problematic behavior, for earlier management.
3. To deduce therapies and interventions that can effectively reduce behavioral problems occurring in children

It is important to analyze a child’s behavioral patterns as it can efficiently guide and encourage them to induce acceptable behavior while making them express themselves wholly. Disruptive behavioral issues include temper tantrums, oppositional or defiant conduct disorders, hyperactivity disorder caused by attention deficits, that become common observations in pre-school children. Children should be allowed to undertake various experiences and develop self-esteem and self-reliance sufficiently, and their rights and dignity should be maintained (Branden 2021). I have noticed my own cousins exhibit problematic patterns of behavior and that makes me want to analyze the inherent reasons and causes for the same. It would also help in assessing effective strategies for making children practice self-control, offer sentimental values and empathy, and effectively make conscious constructive decisions (Greenberg et al., 2017). Behaviors play a major role in our lives dictating our short- and long-term health, emotional and physical well-being. This research would assess the reasons behind 3-5 year old children getting nervous, annoyed, angry and refusing to follow authoritative decisions by elders. It would importantly address the pertinent reasons behind the core causes of development. The research would thereby have the purpose of gaining an understanding of productive motivations for reinforcing the accomplishments of toddlers and teaching them vital routines. Assessment of problems earlier on would also help in preventing its aggravation in future.It is also imperative for parents to learn how to interact with their children positively and in developmentally appropriate ways. Reasonable expectations need to be set from children.

Raising difficult children can disrupt the lives of associated family members. Understanding the behavioral patterns in a child should not only rely on diagnoses and labels. Several concerns can be raised from unintentional behavioral forms that become worse for children later in their lives. “Attention deficit hyperactivity disorder” causes unusual hyperactivity levels and impulsive states. According to Wolraich et al., (2019) children with ADHD can possess trouble focusing on single places or sitting still for long periods of time. They tend to get forgetful about completing tasks, interrupt other people while they speak, lose things frequently, and get easily distracted. Anxiety disorders can also be prevalent in toddlers where they are incessantly sensitive and silent. They tend to panic and possess excessive fear regarding objects, situations, or activities. Children can become restless and have trouble concentrating in their work, even when assisted by instructors. They become assertive in nature for expressing their wants and ideas. As opined by Liu et al., (2021) their feelings tend to change through moments as they cannot figure out ways to cope with their emotions.

Research Questions

The absence of trusting and warm relationship with adults causes insurmountable resistance of the child from them. Instances of challenging behaviors from children can be noted as ineffective coping mechanisms where they possess a lack of control, impaired communication and social skills, and try to control what goes around them. As stated by Kohlhoff et al., (2020) environmental factors can enhance problematic behavior in children, involving places offering limited opportunities for making desirable choices, meaningful occupation or social interactions. Sensory inputs of extreme noise, unpredictable or unresponsive caregivers and a predisposition to abuse and neglect can also lead to behavioral issues in children, as their health needs and pain are not promptly recognized. Aggression arises out of disturbed dynamics in the family, poor parenting, exposure to violent episodes and the impact of attachment disorders.

A positive environment for children would reduce challenging issues substantially. The frequency of challenging behavior in concerned children should be recorded while aiming to identify reasons. Various assessments of their developmental interests, needs, experiences, and progress against their participation and learning outcomes of educational programs can be conducted. The careful documentation of children behavior would present a holistic view of the purpose of their behavior. Observed information can be collated to induce informed decision making. As stated by Rajasekhar et al., (2018) disciplinary punishment would not necessarily contribute to the objective of making children obedient, but utilization of appropriate behavioral guidance can assist them regulating their own behavior for not relying on adults for the same. One should also not completely isolate the child and focus on their exclusion for faulty behavior, as it can potentially induce fear and humiliation consequently aggravating the cause. Children should be encouraged to reflect effectively on the actions (Hill et al., 2018).

The researcher would use both primary and secondary methods in this study. Primary data integrates first hand information that is collected directly by the researcher while secondary sources provide second-hand information from other articles and journals, already pre-reviewed by another individual. Data sources for the secondary data collection method would include peer reviewed articles, scholarly publications and reviews from different verified publishers (Ruggiano et al., 2019). Secondary qualitative data would be acquired through setting themes. The secondary literature would focus on behavioral issues found in children across the sub-urban population of Australia. These secondary research methods will properly scan through information and synthesize data for the collation of findings by the researcher. The articles would be analyzed comparatively and will be on the basis of producing final outcomes in the research. For primary quantitative collection, data would be gained from chosen populations to gain insight into practical details. Primary quantitative data including surveys and feedbacks would be gathered from children and parents. This would incorporate surveys from a sample size of 20 parents in the city of Melbourne.

Data analysis would be mediated by the researcher through logical statistical techniques, based on graphs and charts, as per the conducted surveys in case of primary quantitative analysis. The demonstration of values through tables and images will help in simplifying condensed data for analysis and drawing meaningful inferences.

In order to attain secondary data, the primary database that would be used for acquiring informative journals will be Google Scholar.

The primary data quantitative data would be acquired over a time of 2 months, as progress can initiate with informed consent of the participants or the parents of children exhibiting issues. Secondary data can be acquired over a period of three weeks.  

References

Branden, N. (2021). The power of self-esteem. Health Communications, Inc..

Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. The future of children, 13-32.

Hill, C., Creswell, C., Vigerland, S., Nauta, M. H., March, S., Donovan, C., … & Kendall, P. C. (2018). Navigating the development and dissemination of internet cognitive behavioral therapy (iCBT) for anxiety disorders in children and young people: a consensus statement with recommendations from the# iCBTLorentz Workshop Group. Internet Interventions, 12, 1-10. https://doi.org/10.1016/j.invent.2018.02.002

Kohlhoff, J., Morgan, S., Briggs, N., Egan, R., & Niec, L. (2020). Parent–Child Interaction Therapy with Toddlers in a community?based setting: Improvements in parenting behavior, emotional availability, child behavior, and attachment. Infant Mental Health Journal, 41(4), 543-562. https://doi.org/10.1002/imhj.21864

Liu, Q., Zhou, Y., Xie, X., Xue, Q., Zhu, K., Wan, Z., … & Song, R. (2021). The prevalence of behavioral problems among school-aged children in home quarantine during the COVID-19 pandemic in china. Journal of affective disorders, 279, 412-416. https://doi.org/10.1016/j.jad.2020.10.008

Rajasekhar, S., Mallineni, S. K., & Nuvvula, S. (2018). Knowledge and attitudes of dental graduates regarding the application of child psychology during the behavioral guidance of children: A cross-sectional survey of dental students. SRM Journal of Research in Dental Sciences, 9(2), 53. 10.4103/srmjrds.srmjrds_10_18

Ruggiano, N., & Perry, T. E. (2019). Conducting secondary analysis of qualitative data: Should we, can we, and how?. Qualitative Social Work, 18(1), 81-97. https://doi.org/10.1177%2F1473325017700701

Tuovinen, S., Lahti-Pulkkinen, M., Girchenko, P., Heinonen, K., Lahti, J., Reynolds, R. M., … & Raikkonen, K. (2021). Maternal antenatal stress and mental and behavioral disorders in their children. Journal of affective disorders, 278, 57-65. https://doi.org/10.1016/j.jad.2020.09.063

Wolraich, M. L., Hagan, J. F., Allan, C., Chan, E., Davison, D., Earls, M., … & Zurhellen, W. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4). https://www.publications.aap.org/pediatrics/article-split/144/4/e20192528/81590/Clinical-Practice-Guideline-for-the-Diagnosis

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