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  • Adoption, Foster Care, and Nonparental Care—Behavioral Issues in Child Care and Schools

    It is impossible to determine family relationships by looking at a family. Primary caregivers may or may not be biologically related to their children. It is important that child care and early education professionals learn about the family structure from the child’s caregivers rather than make assumptions

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  • Aggression—Behavioral Issues in Child Care and Schools

    All children display some aggressive behaviors throughout their development. For example, some biting and hitting is normal for toddlers before they develop language skills.

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  • Alcohol and Your Child: What Parents Need to Know

    One of the most abused drugs in our society is alcohol. It's also a drug that many people start using at very young ages. Though it's illegal for people younger than 21 years to drink, many children are introduced to alcohol well before they reach that age. The earlier they begin using alcohol, the higher

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  • Attention-Deficit/Hyperactivity Disorder—Behavioral Issues in Child Care and Schools

    Children with attention-deficit/hyperactivity disorder (ADHD) have higher levels of impulsivity and hyperactivity and/or inattention than other children their age. Not every child who has disorganized or impulsive behaviors has ADHD. The most important step is to look for other causes, especially exposure

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  • Autism Spectrum Disorder—Behavioral Issues in Child Care and Schools

    Children with autism spectrum disorder (ASD) have challenges with social interactions, language development, and sensory experiences, and they can engage in repetitive patterns of behavior or have highly focused interests. Research estimates indicate that at least 1 in 59 children (1.7%) have ASD, with

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  • Behavioral Intervention Resources for Parents—ADHD Toolkit

    As a parent, you can learn to be more confident and consistent in your interactions with your child. This can help your child with a personal understanding of—and strategies for managing—his or her behaviors, at home and beyond. Here are some evidence-based parent training programs that have been

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  • Biting—Behavioral Issues in Child Care and Schools

    Children who engage in biting are usually identified after a bite has happened. Biting is common among young toddlers, can begin in late infancy, and, at times, can continue until preschool age. Biting can continue throughout childhood (and adulthood) in some individuals with certain diagnoses (eg, sensory

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  • Child Abuse—Behavioral Issues in Child Care and Schools

    About 9 in every 1,000 children have at least one legally confirmed child maltreatment experience, with most being neglect.

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  • Cocaine: What You Need to Know

    Young people are surrounded by pro-drug messages in the media and on the Internet. They may try cocaine for the excitement or the experience without realizing the very real risks and consequences that come with cocaine use.

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  • Consistent Crying—Behavioral Issues in Child Care and Schools

    When a child continues to cry excessively after caregivers have attempted to meet his or her needs and/or crying continues for a longer period than is usual for that particular child, it is a concern.

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  • Depression—Behavioral Issues in Child Care and Schools

    Depression in preschool-aged and young children can manifest in a number of ways. It is important to recognize that the mood symptoms young children with depression have do not mean that they can never be happy—just that they show these symptoms more easily and/or more intensely than other children

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  • Developmental Delays—Behavioral Issues in Child Care and Schools

    Children with developmental delays can be identified by families, pediatricians and other primary care clinicians, and child care and early education professionals by noting when children do not meet developmental milestones at expected ages with respect to speech and communication, gross-motor skills,

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  • Difficulties with Sharing Objects—Behavioral Issues in Child Care and Schools

    Children who have difficulty sharing either do not understand the concept of taking turns with toys and materials or they understand the concept of sharing but do not engage in sharing. While toddlers can frequently demonstrate spontaneous prosocial behaviors like sharing, they should not be expected

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  • Difficulty Participating in Group Activities—Behavioral Issues in Child Care and Schools

    Difficulty participating in group activities is a common experience for young children, and it affects boys and girls alike. Children who have difficulty in group activities often have challenges during large-group settings, such as circle time, morning meetings, or story time. Children who have difficulty

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  • Digital Media and Your Family: TV, Computers, Cell Phones, and Other Screens

    While family is the most important influence in a child’s life, media in all its forms, including TV, computers, and other screens, are not far behind. Because media can influence how children think, feel, and behave, the American Academy of Pediatrics (AAP) encourages parents to help their children

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  • Discipline and Your Child

    As a parent, one of your jobs is to teach your child how to behave. While this can take time, try not to get frustrated when your child does not behave. Instead, learn effective ways to discipline your child. The following is guidance from the American Academy of Pediatrics on how to discipline your

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