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I Am Bery Bery Cwoss - Understanding Anger of Children

ITEM #: 4400609

What's In This Kit?
This training kit helps Teachers consider the underlying causes of children's anger and provides strategies to help children cope with their feelings in a more socially acceptable way. This training program contains the following components:

  • Expected training outcomes and learning objectives
  • Training research, models, benchmarks
  • Preparation and implementation steps
  • Handouts
  • The article “‘I’m bery, bery cwoss!’ Understanding Children’s Anger” by Marie D. Hammer
  • References and resources
  • Training Certificate for Learner " Certificate of Attendance and Participation

Who's the Target Audience?
The target audiences for this training kit are beginning and intermediate Learners who are working with young children (2 years through 5 years). This kit is designed to help participants identify the underlying causes of anger in young children and to provide strategies to help them cope with angry feelings in more socially acceptable ways..

Teacher Skill Level
beginning intermediate advanced
Children's Age Level
infants toddlers preschoolers school-agers birth to 8

Kit Timeline:
Preparation time for this kit is estimated at 1.5 hours. Implementation and actual training time is 5.0 hours, which includes 2.5 hours of face-to-face training and 2.5 hours of independent study and an applied activity project.

Training Outcomes:

  1. Learner will describe at least 2 developmental issues or underlying causes that ignite negative behaviors in young children.
  2. Learner will describe at least 2 strategies or outlets that can help children cope with their anger.

These training outcomes address the following:

  • National Association for the Education of Young Children’s (NAEYC) Standards and Accreditation Performance Criteria (2005). www.naeyc.org. - Knowing about and using observation, documentation, and other appropriate assessment tools and approaches (5b).
  • Head Start Performance Standards (Federal Register, Nov. 5, 1-6, Volume 6), Number 215). www.acf.hhs. gov/programs/ohs/. - Support social and emotional development by encouraging self-control by setting clear, consistent limits and having realistic expectations (1304.21.a.3.i.C).
  • National Accreditation Commission for Early Care and Education Programs, National Association of Child Care Professionals (2005). www.naccp.org . " Positive guidance techniques are used to promote the development of self-control and self-regulation (E4).

Note: It is important to determine any additional state and local standards that relate to this topic or requirements of other regulatory bodies specific to your program.

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