Rioja, do you think he's usually defiant or could it be a reaction to her rigidity?
He has a hard time with self control at circle time (fidgeting and not keeping his hands to himself), he's overexcited at recess which can lead to pushing, etc.
hasn't yet mastered how to control his energy
he doesn't know how to manage the feelings
The concerns you mention may be due to regulation issues and perhaps sensory sensitivities. The Alert Program can help you develop strategies to guide your child to the path of self-regulation. While the program in the first link below suggests that adults must do all the scaffolding for very young children, some gifted children may easily understand the concept and over time began to regularly employ their own strategies. YMMV.
http://www.amazon.com/Engine-Leader...sr=1-1&keywords=how+does+your+engine+runhttp://www.amazon.com/Zones-Regulat...9727&sr=1-1&keywords=zones+of+regulationIMO, the hardest emotion for some young children to manage is overexcitement, because it's so pleasurable - why stop. It sounds like your DS already sees the negative ramifications with his friends, but he needs assistance in realizing the links in this chain of events. Is there an opportunity for you to coach in the moment when you see him in a similar situation in a non-school environment? Perspective taking will help, and humor goes a long way. Some reco's below:
http://www.amazon.com/Personal-Spac...85&sr=8-8&keywords=my+mouth+is+a+volcanohttp://www.amazon.com/My-Mouth-Volcano-Julia-Cook/dp/1931636850/ref=pd_bxgy_b_img_yMore importantly, what does the teacher see as HER role in the behaviors and development of solutions? Most early learning programs see teaching social and emotional skills, including self-control, thru games, activities and stories as an essential part of the program. Is she laying this entirely on your lap or contributing to compassionate solutions?
