The Prevention Model and Problem Solving

Armstrong, Kathleen; Ogg, Julia A.; Sundman-Wheat, Ashley N.; Walsh, Audra St. John

doi:10.1007/978-1-4614-7807-2_3

Cited by 1 publication

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“…The majority of advice given to parents informs them to react to tantrums by using positive reinforcement, negative reinforcement, planning to ignore, or punishment (Beers, 2003). For educators, experts often recommend that they ignore tantrum behaviours, but research has not shown that ignoring is actually more effective at resolving the tantrum than other approaches (Daniels et al, 2012; Armstrong, Ogg, Sundman‐Wheat, & Walsh, 2014; Rahn, Coogle, Hanna, & Lewellen, 2017). In the present study, we examine the possibility that there are different types of temper tantrums that can be resolved in different ways.…”

Section: Temper Tantrumsmentioning

confidence: 99%

Toddler teachers' responses to tantrums and relations to successful resolutions

Shafer

Wanless

Briggs

2022

Infant and Child Development

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Toddler tantrums are a typical part of child development but can cause stress to the teacher–child relationship (Schindler et al., 2015). Understanding how to resolve tantrums is an important skill, yet there is little research to guide teachers. The present study observed two toddler‐classrooms, examining teachers' responses to 46 tantrums, and the results of these responses. Exploratory analysis examined the applicability of a popular framework for conceptualizing tantrums as emotional or cognitive. Results suggest when toddler teachers used a combination of emotionally supportive strategies, 91% of tantrums were resolved. The use of controlling strategies suggests teachers need support on effective responses to tantrums. The ability to categorize tantrums suggests a framework many practitioners endorse could be useful in communicating effective strategies.

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