DEALING WITH TANTRUMS TO DO NOT TO DO Create a calm and safe environment, showing empathy and willingness to listen. Use clear and reassuring language, explaining the rules coherently. Recognise and validate the child's emotions, helping him to express them appropriately. Offer acceptable alternatives to help him feel involved and with a certain degree of control. Use play or storytelling to distract the child and help him manage frustration. Maintain consistency in the rules and limits imposed, avoiding contradictions between parents or educators. Promote a predictable and structured environment to reduce anxiety and insecurity. Do not lose patience or react impulsively and aggressively. Do not give in immediately to requests to avoid negative reinforcement. Do not minimise or ignore the child's emotions. Do not make threats or disproportionate punishments. Do not label the child as "capricious" or "spoiled". Do not resort to material rewards every time to make the tantrum stop. Do not expose the child to excessive stimuli that could overload him emotionally. Role-play PROBLEM Exercise 1: a child throws a tantrum in class because he wants a toy that is not available Exercise 2: a girl refuses to participate in a teaching activity, cries and resists Create a calm and welcoming environment in the classroom Help the child to recognise and manage their emotions Encourage self-regulation and respect for the rules Promote dialogue and mutual understanding between teacher and child Offer alternative strategies for managing moments of frustration AIMS Location: classroom Characters: teacher, child Case-study: a child wants to play with a toy that is not available and gets angry. The teacher recognises his frustration and, without scolding him, suggests alternatives. At first the child refuses, but then he calms down when the teacher suggests that he build a very tall tower. Attracted to the idea, he accepts and gets involved in the new game, transforming his anger into enthusiasm. EXERCISE 1 Location: classroom Characters: teacher, child Case-study: a young girl doesn't want to do an activity because she finds it difficult and is afraid of making mistakes. The teacher welcomes her fears with understanding and reassures her, explaining that making mistakes is normal and part of learning. She suggests that they try together, one step at a time, without pressure. Initially the little girl is hesitant, but she feels supported and agrees to try, encouraged by the teacher's positive attitude. In the end, she decides to try with her help. EXERCISE 2 8.1 HANDS ON 349