Managing behaviour in the early years

Effective behaviour management in the early years involves learning. Unacceptable behaviour should be dealt with to ensure that children are not demeaned or their self esteem is damaged. Te Whaariki, the New Zealand Early Childhood Curriculum, outlines the ways in which behaviour management could be empowering: the children will know the limits and boundaries of acceptable behaviour; and will understand the consequences of stepping beyond the limits of acceptable behaviour. Behaviour management strategies are not only meant for preventing unacceptable behaviour but also for developing ideas of fairness and new social skills.

Today, I visited a long day care centre and stayed in the room for three year olds. I realized how easily young children become tired, especially after being stuck inside for a long period of time due to bad weather. At the young age, their self control may still be unreliable. I think it's the teacher's responsibility to observe and respond to signals of tiredness. When there are issues of unacceptable behaviour, the young children need to be handled in a calm and caring way.

After lunch, one teacher brought children out to have a little play, while other teachers set up the sleeping area.  Some children started doing forward roll on the wet ground and more children joined in. The teacher asked them to stop and warned them that they would get wet and sick. And then, she threatened to bring the children inside to sleep if they did not take notice of her instruction. A few children did not listen and kept doing forward roll on the ground with small puddles. In the end, she scooped one child inside, while the child yelled in protest. And then, another child was taken inside the same way. Despite that, two children continued to roll on the ground, regardless of the consequence. To me, it's seem they were unable to stop themselves, rather than blatantly disregarded the teacher. They probably were very tired, so ready to have a lying down.  I just said No to them clearly and distracted them by saying not on a cloudy day without the sun. They naturally checked out the sky, and I reinforced that they would be allowed to do it on a sunny day. On that moment, I invited them to go on the jungle gym. Distraction and provision of alternatives could be more efficient than punishment at this young age.

The same strategy applied later.  After nap, a child who has woken up for a long while pushed a child who just woke up several time, probably trying to get him into playing together. They started to pushed each other roughly. The teacher said, "no fighting, otherwise you will go to the office!" Though children need to learn the consequence of their unacceptable behaviour, but not in this way. Logically, getting hurt is a possible consequence of fighting that children need to be aware of , as the learning outcome is to understand how to look after their own well being and to keep themselves from harm. It's different from avoiding the punishment of being sent to the office.

 I thought those children were unable to decide what to do when they just woke up. They simply need to know there is another option. So, I asked them whether they want to do a painting. One child immediately followed me to the art table. And the other child said, "me too!" I think the teacher could bear this in mind in future planning about respect for rules. For sure, the children need to understand the rule about harming others and an understanding of the reasons for it.

Children develop a sense of self worth when their emotional well being is nurtured. Teachers of young children could give genuine opportunities to make choices and to develop independence. Also, its the teacher's' responsibility to help young children to understand and accept necessary limits, without anxiety or fear.

Click here for positive parenting resources developed by S.K.I.P. of New Zealand. The ideas and concepts are relevant to early childhood teachers as well.