Behind Every Child Behavior There is a Feeling

Five round faces with different emotional expressions in a variety of colors.This week we are highlighting  “Talking is Teaching: Talk, Read, Sing,”* which brings us “Behind Every Child Behavior There is a Feeling.” The authors tell us that “when parents and caregivers . . . recognize the feelings behind their children’s behaviors, parenting is easier,” and this web resource is chock full of great ideas about understanding big emotions in young children and supporting them to manage those emotions. Topics explored include:

  • Be a “feelings detective”
  • Be kind to yourself
  • Build a toolbox together

There’s also a description of “basic age-appropriate ways (to) support” the feelings of young children, divided up by age group, and a PDF handout, “Supporting Your Child’s Social-Emotional Development: Understanding Your Child’s Behavior,” available in four languages:

This resource wraps up with a wonderful video entitled “Small Children Have Big Feelings: There’s an Emotion Behind Every Action” (English) and “Los Niños Pequeños Tienen Grandes Emociones: Hay una emoción detrás de cada acción” (Spanish).

There’s a lot to unpack here, but you’ll be glad you took the time to explore these valuable resources.

*”Talking is Teaching” is a public awareness and action campaign of Too Small to Fail, an initiative of the Clinton Foundation.

The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, click here.

This resource is related to the following ESPM knowledge-level competencies:

  • Core Knowledge (CK):
    • CK2: The role of primary social and emotional relationships as the foundation for early learning.
    • CK6: The sequences of development and the interrelationships among developmental areas/factors, including social development and emotional development and resiliency
  • Individualized Family Service Plan Development and Review (IFSP-i):
    • IFSP-i6 (EIS): Understands the need for developmentally appropriate strategies (for example, hands-on, experiential, child-centered, play-based activities within daily routines), adaptations, assistive technologies and other supports that maximize the child’s learning opportunities.
    • IFSP-i11 (EIS): Knows strategies that support parents in adapting the natural environment to meet infant/toddler developmental needs.
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