Beyond Biting: Reclaiming Safety and Partnership in Early Childhood Settings

Over the past decade, many educators have observed a troubling trend: biting, pushing, and other aggressive behaviours among toddlers are increasingly normalized as developmental inevitabilities. While it’s true that young children often lack the verbal tools to express frustration or overwhelm, the sector’s growing tolerance for these behaviours—without deeper investigation or family collaboration—raises serious concerns about safety, equity, and emotional wellbeing.

In many centres, it’s educators who shoulder the burden of managing these behaviours. Shadowing children who bite or push becomes a daily routine, often at the expense of broader engagement and curriculum delivery. The emotional toll is real—and compounded by a reluctance to speak candidly with families, for fear of backlash or enrolment loss.

But educators are not babysitters. We are professionals entrusted with the wellbeing of all children in our care. When one child’s behaviour consistently endangers others, we must be empowered to act—not just react.

Rather than framing biting or pushing as “normal,” educators can:

Use emotionally intelligent language to validate the child’s experience and the impact on others.
Initiate collaborative conversations with families, grounded in developmental insight and shared goals.
Document patterns and triggers using ABC charts or behaviour logs to inform discussions.
Frame safety as a collective responsibility, not a personal critique.

As one educator shared in a recent forum, “Dig deeper and investigate, get curious and document so you can make informed decisions that best meet the needs of the individual child and the group at large”.

Strategies That Support All Children

Drawing from sector best practice and educator insights, here are some effective approaches:

Strategy	Description
Small Group Play	Reduces overstimulation and allows for closer supervision.
Emotion Coaching	Narrate feelings and model regulation: “I see you’re frustrated. Let’s find a safe way to show that.”
Visual Supports	Use social stories, cue cards, and calm corner visuals to scaffold self-regulation.
Sensory Tools	Provide oral-motor outlets (e.g., chewable necklaces, cold cloths) for children who bite.
Parent Partnerships	Share strategies that work at home and co-create consistent approaches.
Professional Support	Refer for assessments when behaviours persist beyond developmental norms.

Educators across Australia are echoing your concerns. Some report being hit with chairs, others describe biting “epidemics” that required room restructuring. Many feel unsupported by management or dismissed by families. Yet others advocate for trauma-informed, partnership-based approaches that honour both the child’s needs and the group’s safety.

As one educator wisely noted, “EYLF reminds us: partnerships with families. Both educators and families need to work together to identify triggers and find workable strategies”.