Guiding the Child that Steals
Abi Derrick and Isla Barlow
What is stealing: Case Studies:
"Take another person's property without permission or legal right and Martha, 8
without intending to return it." " Wouldsteal money from her mother to buy treats to
Taking something you've found without looking for the owner share with her friends.
Taking something from school, friends or home without asking " Stressful family where she needs to compete with
Taking something from a store without paying for it siblings for affection.
" Communicating her need for afection
Why do children steal? " Teacher talked to Martha's mother to spend more
As a means to communicate their needs. (Mistaken goals). This includes: time with her. Martha felt guilty for taking time away
" Expressing emotions of fear, anxiety, powerlessness from her siblings. Good things in her life are 'stolen'.
" looking for affection, popularity or closeness; Dylan, 8: "It's not like I needed the stuff... its's like it
" poor impulse control or conduct disorder - ODD and if left untreated fills up a hole."
can lead to adult anti-social personality disorders (Miller, 2016) Stole menial objects - pens and paperclips.
" social referencing Mother died 2 years prior &left him blaming himself
" Psychological abuse, for her passing
. Erikson - Industry v Inferiority (6-12; school age): Children focus on " Father also works away. He was communicating his
mastery, competence and productivity. Feelings of incompetence arise feelings of abandonment and powerlessness
when negative experiences occur. Teacher told Grandmother,who told his father who
then threated Dylan. Left him feeling more unloved.
EYLFOutcome Understanding Guidance/Prevention
|- Strong sense Insecure attachments with caregivers, Important for teacher to be secure attachment, emotionally
of identity looking for attention, comforter objects, available, accept before redirect, patient of child's timeline,
social referencing, initiating play, group work and living things where children
Understanding parenting styles, develop empathy.
social/cultural contexts- permlssive and Separate child from the behavior, relate it to the teacher.
uninvolved parents and poor impulse 'Zones of Regulation',encouraging students to recognise and
controlemotional regulation. regulate their emotions.
Different social/cultural contexts.
2-Connected Children have not learnt that stealing is Social stories - connect with how others feel.
with, contribute wrong - social referencing. Given responsibilities, trust.
to their world Comparing themselves to what others Relationships with families - understand the teacher's
have (industry v inferiority). influence on dynamics.
School is a microcosm for larger Bronfenbrenner - ecological systems may be in conflict.
community - values of ownership are Teacher's real place is within the micro-system and the
present. Melbourne Declaration -goal 2. chronosystem. Teacher scaffolded environment can modify
and alter the child's experiences in all systems.
3-Strong sense Conduct disorders -ODD. Routines where they express their emotions - popsticks,
of wellbeing Possible indicator of psychological abuse. hanging line.
Cultivated play-based environment where chldren have
agency in an open/uninhibited space.
Treating ODD through counsellors, psychologists, family
support.
Psychological abuse should be reported, remaining present
and reliable.
Non-disciplinarian methods - not teaching fear.
4-Confident Social referencing - by nature they are Open materials of different qualities and textures available.
and Involved involved. Teacher responsiveness - places in the classroom for
learners Could stem from under stimulation, retreating, quiet time, stimulation etc.
craving what others have. Boundaries -Jones, limit seting
Involve family in the process
Vygotsky - ZPD scaffolding emotional regulation.
5- Effective All behavior is an attempt to communicate Children's literature - Ricky Sticky Fingers (2012) by Julia
communicators needs. Cook.
Art, drawing, comic strips.
Individualised learning plans
Choices for collaborative solutions - Glasser's Choice
theory.
Positive language 'we respect one another's belongings
Posters Children'sLiterature Websites
Zones of Regulation - Libby Ricky Sticky Fingers -Julia Cook (2012) Teachstart.com.au - emotions
Dryfuse A
Children's Book About Stealing (Help me be resources
Feelings - teachthis. com.au gOod)- lov Wilt Berry (|988) Social stories -
thegraycentre.org
References
Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human
development. Thousand Oaks: Sage Publications.
Clifford-Poston. (2018). APlayworker's Guide to Understanding Children's Behaviour: Working with
the 8-12 Age Group. Retrieved from https://ebookcentral.proquest.com
Department of Education, Employment and workplace Relations (DEEWR) (2009), Belonging, being
and becoming: The early years learning framework. Barton, ACT: Commonwealth of
Australia.
Dreikurs, R, Grunwald, B. B., &Pepper, F. C. (1998). Maintaining sanity in the cassroom: Classroom
manogement techniques (2nd ed.). Bristol, PA;Washington, D.C;: Accelerated Development.
Dryfuse, L (N.d.)Zones of regulation tool kit. Retrieved from https://www.teacherspayteachers.com
Erikson,E. H., &Coles, R. (2000). The erik erikson reader (1st ed.). New York: W.W. Norton.
Glasser, W. (1997). A
new look at school failure and school success. The Phi Delta Kappan, 78(8), 596
602. Retrieved from
http://www.jstor.org.ipacez.nd.edu.au/stable/20405873
Gray,C, 2013. thegraycen ter.org. Retrieved from:
http://www.thegraycenter.org/social-stories/carol-gray
Jones, F. (2019). Alimit setting moment. Retrieved from
http://www.fredjones.com/limit-setting
MCEETYA (2008). Melbourne Declaration on Educational Goals for Young
Australians. Retrieved from
www.mceetya.edu.au
Miller, D. F. (2016). Positive child guidance (8h ed.). Belnont. CA:
Wadsworth, Cengage Learning.
Steal Definition of Steal by Lexico. (2019). Retrieved 17
October 2019, from
https://www.lexico.com/en/definition/steal
TeachThis.com.au (2009). How do you feel? (cards] Retrieved from
https://www.teachthis.com.au
Vygotsky, L (1978). Mind in society. The development of higher
psychological processes. Cambridge, MA:
Harvard University Press
