^read online (pdf) Reducing Anxiety and Difficult Behavior in Young Childre

2. LINK BOOK IN DESCRIPTION,COPY AND ENJOY TO DOWNLOAD SYNOPSIS An international study by Nicole Racine (2021), involving over 80,000 youngsters, concluded that anxiety rates of children all over the world have doubled since the pandemic. COVID is a major reason for this increase and has caused young children to spend the last few years separated from the four key elements of childhood: family, friends, classrooms and play opportunities.Families have experienced stress from financial and health problems. Children have been isolated from friends and relatives with less play time. School closures and home-based learning have caused many children to fall behind in their academic skills. Hearing about school shootings has added to the worry and &#8220fre floating anxiety&#8221that youngsters feel.Even prior to the pandemic, anxiety in children has been on the rise. Psychologist Bridget Flynn Walker (2017) stated that &#8220ovr 25 % of children and adolescents suffer with an anxiety disorder, making anxiety disorders the number one mental health issue for youth.&#8221Chpter One describes the strategies parents and teachers can use to lessen the anxiety that young children are experiencing. Many of them today have stress-related problems such as separation anxiety, difficulty sleeping, stomach aches, clinginess and many fears, including being alone.Anxiety can make children irritable and angry. When they are anxious, they feel a need to control their environment. This causes them to resist adults, and become disagreeable, causing tantrums, meltdowns and outbursts. A recent USA Today survey found that the percent of children being respectful had dropped from 79% to 31%. The National Center for Educational Statistics (2022) reports that 84% of public schools agree that the anxiety from the

3. pandemic has caused more negative behavior and disrespectful acts by students.Chapter 2 discusses over fifty ideas for managing difficult behavior and encouraging cooperation in young children. There is also information about dealing with children born with &#8220dificult&#8221temperaments.Chapter 3 is concerned with preparing children for kindergarten. Readiness for kindergarten has taken on renewed importance since the introduction of the national Common Core Literacy Standards, which expect that by the end of the year, children should be able to &#8220Red emergent reader texts with purpose and understanding.&#8221Chpter 4summarizes many strategies to help parents and teachers build self-esteem in children. One study (Cvencek, 2016) concluded two important facts about self-esteem: (1) it tends to remain relatively stable across one&#8217lifespan and (2) by age five, self-esteem is largely established.We now know that self-esteem is largely in place before children begin kindergarten. Therefore, what parents do before age five is critical to the development of a positive sense of self.Chapter 5 answers the question: Why is it important for parents and teachers to have knowledge of how young children develop? For one thing, decades of research have given us volumes of information about child development, and recent brain research indicates that birth to age three are the most important years in a child&#8217development. The more parents and teachers know about these years, the more effectively they can help children.As a professor of early childhood education, I was lucky to have the opportunity to research these issues on a full-time basis and share them over the years by speaking to many parent and teacher groups. I am happy to organize these thoughts in one book and present them to all parents and teachers of young children. Reducing Anxiety and Difficult Behavior in Young Children: A Guide for Parents and Teachers