In early childhood education, behaviour is often misinterpreted as something to be “managed” or “corrected.” But behaviour is not simply behavior; it is communication. Every cry, tantrum, refusal, or withdrawal is a message about what a child needs.
When educators shift their perspective from compliance to attunement, they begin to see behaviour as a window into the child’s inner world. This approach allows educators to respond with empathy, meet developmental needs, and create environments where children feel safe, respected, and empowered.
Babies (0–2 years)
How behaviour communicates:
- Crying signals hunger, tiredness, or overstimulation.
- Turning away during feeding communicates autonomy.
- Clinging shows a need for comfort and secure attachment.
Educator strategies:
- Respond promptly to cues with warmth and consistency.
- Create calm, predictable routines to reduce stress.
- Respect cultural feeding and caregiving practices.
- Provide safe spaces for exploration while maintaining close supervision.
Examples:
- A baby cries when placed in a busy play area; the educator moves them to a quieter corner, meeting the need for calm.
- During nappy changes, the educator sings softly and maintains eye contact, reinforcing trust and emotional safety.
- A baby turns away from a bottle; the educator respects the signal, pausing feeding to honor autonomy.
- A baby clings tightly when a parent leaves; the educator offers a comfort object and gentle reassurance, meeting emotional needs.
Toddlers (2–3 years)
How behaviour communicates:
- Biting or hitting often signals frustration or lack of language skills.
- Tipping, transporting, or repetitive play communicates curiosity and schematic learning.
- Tantrums express overwhelming emotions or desire for autonomy.
Educator strategies:
- Reframe challenging behaviour as exploration or communication.
- Model language for feelings (“You’re angry because you wanted the toy”).
- Offer choices to empower autonomy.
- Provide sensory play opportunities to channel energy safely.
Examples:
- A toddler bites during play; the educator offers teething toys and models words like “I’m upset,” meeting both physical and emotional needs.
- A toddler repeatedly climbs onto a chair; instead of scolding, the educator sets up a safe climbing frame to channel gross‑motor exploration.
- During snack, a toddler grabs food from another’s plate; the educator calmly explains waiting for turns and provides a second serving, teaching boundaries without shame.
- A toddler resists putting on shoes; the educator offers two pairs to choose from, empowering autonomy while ensuring safety outdoors.
- A toddler tips water from a jug; the educator provides a sensory tub, reframing the action as safe exploration.
Preschoolers (3–5 years)
How behaviour communicates:
- Refusal to join group time may signal a need for independence or quiet.
- Aggression can express frustration, unmet needs, or difficulty with peer relationships.
- Withdrawal may indicate sensory overload or emotional distress.
Educator strategies:
- Treat behaviour as a message, not misbehavior.
- Encourage voice and choice in group projects.
- Teach consent and respect through everyday routines.
- Provide quiet spaces for self‑regulation.
Examples:
- A preschooler knocks down a peer’s block tower; the educator validates frustration (“You’re upset it didn’t work”) and guides collaborative rebuilding, meeting the need for connection.
- During story time, a child asks to hold the book; the educator allows them to turn pages, reinforcing voice and participation.
- A preschooler wants to hug a peer; the educator prompts, “Let’s ask if they’d like a hug,” teaching consent and respect.
- A child who prefers solitary play is offered drawing materials in a quiet corner, ensuring emotional safety while respecting individuality.
- A preschooler refuses group time; the educator validates the choice and offers a quiet space, reinforcing autonomy and emotional safety.
- A child becomes frustrated with a puzzle; the educator scaffolds problem‑solving by breaking the task into smaller steps, meeting the need for support.
Why This Matters
When educators see behaviour as communication, they move beyond compliance to responsive practice. Attunement means listening deeply, observing carefully, and meeting each child’s unique needs. This approach fosters emotional safety, builds trust, and empowers children to thrive.
Further Reading
Stages Of Behaviour
Supporting Children With Challenging Behaviour
Redirecting Children's Behaviour
Strategies To Support Toddlers With Challenging Behaviour
Behaviourism Theory in Early Childhood Education
Strategies For Dealing With Physical Aggression In Children
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