Managing unacceptable behaviour in the early years

Managing unacceptable behaviour should begin with thoughtful planning of the environment and routines. Ideally, the environments should engage and nurture young learners, so they will be deeply involved in constructing knowledge and making discovery. Moreover, the environments need to be carefully arranged in order to minimize confrontation and conflict. Bearing in mind that young children are learning to take responsibility for their own actions, so the environments also need to respond to their developmental level. 

During my work with children, I am often struck by behaviour management issues that could simply be solved by implementing a few changes in the environments.

Yesterday, when I worked with a 3- year-olds' group, a teacher was setting up water play outside, with four ice-cream containers of coloured water. The activity was meant to be an extension of a previous interest in colour mixing. As there were only four smocks available, the teacher said only four children were allowed to play. To make her point clear, she counted the smocks and the four children who had successfully reached out for the water containers. After a short while, some children gathered around, demanding their turns, and a few tried to jostle their way in front of the water containers. The teacher told the onlookers, "1,2,3,4. That's it. Don't stand around here, you're wasting your time. Go find something else to do!" From then on, the teacher's role was to police the children, ensuring everyone behaved nicely and had a turn, and she was unable to write down any notes about children's comments or discovery about the properties of colours. 

Although the number of smocks and containers suggest only four children are allowed,  it can limit the possibilities for richer experiences of collaboration and learning. Also, we don't generally expect 3-year-olds are able to wait for a long time for their turn. Manageable expectations and limits should be set, in the first place.In this scenario, crowding and queueing are causes of frustration and conflict for young children. Appropriate changes could be made to achieve a positive impact on the children's level of involvement in the activity and their interactions with each other. 

More containers should be available for the activity. The containers do not need to be the same, and the size does not matter. Better still, just put out a few jugs of coloured water and let children mix the colours up in their individual cup or bowl. True, we don't want children to get wet, so the teacher need to remind the children to be careful, such as pulling up their sleeves and getting changed when wet. Young children need to learn to look after themselves. 

The smocks should not be a barrier to meaningful learning, unless it was freezing cold in winter, then the teacher might need to plan differently. Instead of letting children to construct knowledge from physical involvement, the teacher could demonstrate colour mixing while children observe and develop their working theories, in the cold winter months.

Also, young children should be gently encouraged to accept the reality that they need to wait for a turn. The teacher might need to talk about what other activities are on offer, apart from the amazing water play. Be specific, for example, prompt children to go to the art easel where they can find the colours of the rainbow. Simply say, "go find something else to do" is not clear enough for the  younger ones.

When planning activities  and equipments/ playthings, the teacher needs to take into consideration the children's developmental stage and adjust expectations accordingly. Ask yourself these questions: To what extent is sharing important, or should there be enough playthings to prevent conflict? What are realistic expectations about children's abilities to cooperate, take turns, or wait for assistance?