Adaptation and Behavioral Problems in School Age Children

Today, the rapid development of technology, the new toddler’s acquaintance with digital devices, being confined to devices such as tablets, televisions and phones, which are aware of the world other than his mother, affect the social, emotional and cognitive development of children negatively. There are many research findings that children who are born in the age of technology have difficulty in expressing their emotions, establishing social relationships and their creativity does not develop unless their parents’ fusing with digital devices is not limited in accordance with their age and development.

Unlimited and uncontrolled use of technology leads to children’s access to information that is not suitable for their age and development, and behaviors that are not suitable for their age and development. It is known that some children are warned at a very early age as a result of the parents, who are rushing between work and home, in a hurry for their livelihood, and that they cause the problem to grow in schools by warning other children in their immediate surroundings. In recent years, it has been observed that acquaintance with and use of cigarettes and drugs has decreased to the age of primary school age, and that children connected to digital devices have difficulty in establishing social relations and expressing their feelings. These difficulties, which we experience more intensely especially in metropolitan cities, make it more difficult for us parents to choose a school, and the question “Which school should I send my child to? Which school in which county? Which teacher and which class?” brings with it such problems. The right school and the right teacher take second place after the family in shaping the child’s life and personality; It directly affects the personality, education life, success, self-confidence, choice of profession, compliance with the rules and communication skills of the child.

The child, who is introduced to some limits and rules in the family until he starts primary school, is faced with more systematic and more comprehensive rules after starting school. Many children experience difficulties in the process of adaptation to school, but over time, this process is successfully overcome with the cooperation of family-school and healthy and correct attitudes. However, some children falter more than their peers in this process; the problem may escalate if correct and timely intervention is not made; Adjustment and behavior problems such as stubbornness, anger attacks, lying, and harmful behaviors can be seen in the child. So what can we do as parents at this stage?

  • Monitor your child closely. Ask her every day, “What was the funniest thing at school today, what was the funniest thing you heard today, what made you the happiest today?” Ask specific questions like: and give him the opportunity to share his time at school with you. Even give examples from your own day. When you do this every day, you will find that your child shares more with you.

  • Whatever the event he lived, the behavior he performed; Talk to your child as soon as you and your child are calm and open to communication.

  • Make eye contact and be empathetic. Tell her that her behavior upsets you, tell her you don’t understand why she’s doing this, and give her the opportunity to express herself.

  • Support their feelings.

  • Ask what the solution is, try to encourage him to find the solution himself, and try to direct him to the solution without giving an answer. If there is a problem behavior, ask what other reaction he could have given as a result of the event he experienced. Since the minds of young children are not yet developed in terms of abstract thinking, they may have difficulty in finding solutions, in this case, give your child options and determine the right behavior together for him to practice in a similar event that he will experience later. Ensure the continuity of his behavior by reinforcing his efforts.

  • State clearly what you want it to do, not what it shouldn’t do. Try to be encouraging, not discouraging.

  • Try to learn about the event in detail, investigate possible causes of your child’s behavior, meet with relevant people and gather as much information as possible. Observe the frequency of the behavior, when it occurs more often, how long it lasts.

  • Pay attention to how it affects your child (social relationships, communication, school success, etc.).

  • Question the limits you set for your child. Do you set limits that will facilitate the child’s learning, discipline the child, allow him to develop a sense of responsibility, and are appropriate for his age and development? Are you consistent with these limits? Are the limits you set supported by the people around you? Are the boundaries you set flexible enough to support the child’s self-actualization and responsibility? Are you also in cooperation with the school and the teacher; Do you take a common and healthy approach to your child’s problem behavior?

If your child’s problem behavior continues and you have not been able to move forward despite all you have done, it would be beneficial to consult a specialist without wasting any more time. Please remember that the earlier the intervention is done, the better the result will be.

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