Helping Young Children Channel Their Aggression

No parent or caregiver wants to hear their child is being aggressive. However, aggressive behavior is a natural part of healthy human development. In this week’s article from Zero to Three, parents are given examples of what to expect during different stages of development and what strategies might be helpful in the future.

Knowing what to expect and then adjusting one’s actions can be valuable in producing a positive result. The author provides 12 helpful coping strategies which can help parents channel their child’s aggression during a transitional period.

You can read the complete article by using the link below. 

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):

CK 2: The role of primary social and emotional relationships as the foundation for early learning.

CK 4: The range of typical infant/toddler physiological factors such as:

  • Early neurological/brain development
  • Basic health and nutrition
  • Physical growth and maturation

CK 5: The importance of play as context, method and outcome of learning.

CK 6: The sequences of development and the interrelationships among developmental areas/factors, including:

  • Emotional development and resiliency, including the development of attachment and trust, and self-regulation
  • Self-help skills and adaptive behavior
  • Temperament

Individual Family Service Plan Implementation (IFSP-i)

IFSP-i2: Understands the individual nature of child learning styles and the importance of adapting intervention strategies.

IFSP-i3: Knows generic and specific evidence-based early intervention strategies to support all areas of development.

IFSP-i6: 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.

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