{"id":13048,"date":"2021-09-15T10:10:12","date_gmt":"2021-09-15T09:10:12","guid":{"rendered":"https:\/\/www.highspeedtraining.co.uk\/hub\/?p=13048"},"modified":"2025-03-14T09:16:23","modified_gmt":"2025-03-14T09:16:23","slug":"promoting-positive-behaviour-guide","status":"publish","type":"post","link":"https:\/\/www.highspeedtraining.co.uk\/hub\/promoting-positive-behaviour-guide\/","title":{"rendered":"Promoting Positive Behaviour in Early Years: A Guide for Nurseries"},"content":{"rendered":"<p><span style=\"font-weight: 400;\">Behaviour can have a huge impact on early years settings and your enjoyment of your role. While positive behaviour helps children to have better outcomes and improved wellbeing (as well as going hand-in-hand with personal, social, and emotional development), negative behaviour can do the opposite. As a result, it\u2019s important to set realistic expectations for the children in your care, and to be familiar with behaviour management strategies, including strategies for tantrums, biting and hitting, and refusal to cooperate.\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In this article, we will look at all of the above, tying it into ways you can make effective provisions for personal, social, and emotional development, as you are required to do if you are Ofsted-registered.<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-55140\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2017\/02\/nursery-school-class-playing-with-instruments.jpeg\" alt=\"\" width=\"685\" height=\"295\" \/><\/p>\n<hr \/>\n<h2>How to Promote Positive Behaviour in Nursery<\/h2>\n<p><span style=\"font-weight: 400;\">The <\/span><a href=\"https:\/\/www.gov.uk\/early-years-foundation-stage\" target=\"_blank\" rel=\"noopener noreferrer\">EYFS<\/a> framework<span style=\"font-weight: 400;\">\u00a0describes \u2018positive behaviour\u2019 to consist of:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Emotional Intelligence:<\/b><span style=\"font-weight: 400;\">\u00a0 Managing feelings and behaviour (self-regulation), being able to express your emotions effectively, and being empathic towards others.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Social Skills:<\/b><span style=\"font-weight: 400;\">\u00a0Being able to form positive, respectful relationships.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Cognitive Skills:<\/b><span style=\"font-weight: 400;\">\u00a0Having self-confidence and self-awareness, and the ability to understand different feelings.\u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Before children go to school, they learn essential skills like the above through play, interaction, and discussion. Nursery plays a key role in facilitating these opportunities for learning and development.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Some broad strategies that you can use to help children develop the ability to behave in a positive way include:<\/span><\/p>\n<p><b>Making use of activities, structured and explorative play, and games that encourage curiosity<\/b><span style=\"font-weight: 400;\"> \u2013 this develops children\u2019s reasoning and problem-solving (i.e. cognitive skills). They learn best by playing, listening, watching, asking questions, and doing, so set this in motion \u2013 for example, try setting them a challenge, such as building a bridge or tower.<\/span><\/p>\n<p><b>Using<\/b> <a href=\"http:\/\/www.preschools4all.com\/social-skills-activities.html\" target=\"_blank\" rel=\"noopener noreferrer\">structured group play<\/a><b>\u00a0to\u00a0encourage positive and respectful relationships<\/b><span style=\"font-weight: 400;\"> (i.e. social development). For example, you could play games where children learn to share, such as circle games or board games where they have to take turns to roll a dice. Additionally, make sure you and other adults have a trusting relationship with the children \u2013 you can be a role model for good relationships. Strong relationships also link to emotional development, making children feel more able to share their feelings with you.\u00a0<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-55141\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2017\/02\/circle-time-in-nursery.jpeg\" alt=\"\" width=\"685\" height=\"295\" \/><\/p>\n<p><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/emotional-needs-of-a-child\/\" target=\"_blank\" rel=\"noopener noreferrer\">Recognising their emotional needs<\/a><b>\u00a0and acknowledging them by articulating them<\/b><span style=\"font-weight: 400;\">, to aid children\u2019s emotional intelligence. For example, you could say: \u201cI understand it\u2019s hard for you to stop playing on the bike, but it\u2019s someone else\u2019s turn now.\u201d This does three things.<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Aids the development of empathy.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Helps children to connect the dots between how they\u2019re feeling and what they\u2019re doing \u2013 spotting where emotions come from can help children develop self-awareness.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Triggers a soothing biochemical reaction. When a child feels understood, their neural pathway linked to emotional intelligence grows, and in time, children will learn to soothe themselves by accepting their emotions.<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Other methods of developing emotional intelligence include accepting and listening to expressions of emotion, rather than shushing them, telling them to stop crying, or scolding them. Everyone should be allowed to express how they are feeling and know that it is valid. You might think that children often overreact, but this is because their brains are developing so quickly that they can be easily overwhelmed with emotion. In other words, this is natural, and should be accepted and accounted for in your setting.<\/span><\/p>\n<div class=\"tip__box\">\n<div class=\"tip__title__container\">\n<div class=\"tip__title__text\">\n<div class=\"tip__title__icon\"><img decoding=\"async\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2019\/11\/expert-tip-icon.png\" alt=\"expert icon\" \/><\/div>\n<h3>Want to Learn More?<\/h3>\n<\/div>\n<\/div>\n<p>Build on your existing knowledge or learn new skills to help you in the classroom with our wide range of <a href=\"https:\/\/www.highspeedtraining.co.uk\/courses\/education\/\" target=\"_blank\" rel=\"noopener noreferrer\">Training Courses for Teachers and Schools<\/a>. Find everything from <a href=\"https:\/\/www.highspeedtraining.co.uk\/courses\/safeguarding\/autism-awareness-training-course\/\" target=\"_blank\" rel=\"noopener noreferrer\">Autism Awareness<\/a> to <a href=\"https:\/\/www.highspeedtraining.co.uk\/courses\/education\/supporting-speech-language-development-in-early-years\/\" target=\"_blank\" rel=\"noopener noreferrer\">Supporting Speech &amp; Language Development In Early Years<\/a>.<\/p>\n<\/div>\n<hr \/>\n<h2>What Behaviour Should I Expect From a Child at Different Stages?<\/h2>\n<p><span style=\"font-weight: 400;\">Behaviour expectations are key when working with children \u2013 you should be clear about how you expect children to behave in different scenarios, and communicate this to them. For example, you might have two golden rules for toddlers (e.g. \u2018kind hands\u2019 and \u2018take turns when playing with toys\u2019), and three rules for children who are older. You should repeat these rules every day, and have a visual reminder of them on the walls of the room (e.g. photos of children following the rules).\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">However, before you set your behaviour expectations, you need to consider what typical behaviour for children at each stage of development looks like. This helps you to know what is a reasonable expectation and what is not. For example, it\u2019s unreasonable to hold children to adult standards, because they\u2019re not yet ready to behave in that way \u2013 it takes time to build up the ability to do so.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Typical behaviour for each age range, based on Birth to 5 Matters guidance, looks like:<\/span><\/p>\n<div class=\"accordion\">\n<h3>Range 1 (roughly birth to 6 months)<img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2015\/09\/down53.png\" alt=\"drop down menu\" width=\"24\" height=\"24\" \/><\/h3>\n<div>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Expresses feelings strongly through crying in order to make sure their needs will be met.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">May whimper, scream, or cry if hurt\/neglected \u2013 if their needs are consistently not responded to, they may become withdrawn and passive.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Becomes wary of unfamiliar people or people they have not seen for a while.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Begins to display attachment behaviours (e.g. becoming upset when left with an unfamiliar person).<\/span><\/li>\n<\/ul>\n<\/div>\n<h3>Range 2 (roughly 12-18 months)<img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2015\/09\/down53.png\" alt=\"drop down menu\" width=\"24\" height=\"24\" \/><\/h3>\n<div>\n<ul>\n<li aria-level=\"1\"><span style=\"font-weight: 400;\">Shows separation anxiety as they become more aware of themselves as separate individuals. Wants to stay near to their close carers, checks where they are, and protests when separated.<\/span><\/li>\n<li aria-level=\"1\"><span style=\"font-weight: 400;\">Wary of unfamiliar people.<\/span><\/li>\n<li aria-level=\"1\"><span style=\"font-weight: 400;\">Emerging autonomy \u2013 rejects things they do not want (e.g. by pushing them away).<\/span><\/li>\n<li aria-level=\"1\"><span style=\"font-weight: 400;\">Becomes more able to adapt their behaviour and participate or cooperate with you, helped by routine.<\/span><\/li>\n<li aria-level=\"1\"><span style=\"font-weight: 400;\">Explores the boundaries of behaviours that are accepted by adults, becoming aware of basic rules.<\/span><\/li>\n<\/ul>\n<\/div>\n<h3>Range 3 (roughly 18-24 months)<img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2015\/09\/down53.png\" alt=\"drop down menu\" width=\"24\" height=\"24\" \/><\/h3>\n<div>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Does not yet understand others\u2019 thoughts or needs, but shows empathy by offering comfort that they themselves would find soothing (e.g. giving another child their dummy).<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Asserts their own ideas and preferences, and starts to take notice of other people\u2019s responses.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Starts to experiment with influencing others, cooperating or playing together, and resisting coercion.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Experiences a wide range of feelings with great intensity (e.g. anger and frustration) \u2013 this can be overwhelming and result in them losing control of their feelings, body, and thoughts.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">May display frustration with having to comply with others\u2019 agendas and with change\/boundaries.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Will sometimes withdraw or collapse with frustration after long periods of social engagement.<\/span><\/li>\n<\/ul>\n<\/div>\n<h3>Range 4 (roughly 24-36 months)<img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2015\/09\/down53.png\" alt=\"drop down menu\" width=\"24\" height=\"24\" \/><\/h3>\n<div>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Builds relationships with special people but may show anxiety in the presence of strangers.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Wants to be autonomous \u2013 becomes more able to separate from close carers and explore new situations (with support and encouragement from another familiar adult).<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Shows some understanding that other people have perspectives, ideas, and needs that are different to theirs (e.g. may turn a book to face you so that you can see it).<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">May recognise that some actions can hurt or harm others, and begins to stop themselves from doing something they should not do (in favourable conditions \u2013 e.g. with familiar people and environments, when free from anxiety).<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Begins to be able to cooperate in favourable situations.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Gradually learns that actions have consequences, but not always the consequences that they hope for.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Can feel overwhelmed by intense emotions, resulting in an emotional collapse when frightened, frustrated, angry, anxious, or overstimulated.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Experience of routines and understanding of boundaries grows.<\/span><\/li>\n<\/ul>\n<\/div>\n<h3>Range 5 (roughly 36-48 months)<img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2015\/09\/down53.png\" alt=\"drop down menu\" width=\"24\" height=\"24\" \/><\/h3>\n<div>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Shows increasing consideration of other people\u2019s needs and gradually more impulse control (in favourable conditions).<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Is more able to recognise the impact of their choices and behaviours\/actions on others, and knows that some actions and words can hurt others\u2019 feelings.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Understands that expectations vary depending on different events, social situations, and changes in routine \u2013 more able to adapt their behaviour.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Practises skills of assertion, negotiation, and compromise.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Looks to a supportive adult for help in resolving conflict with peers.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Uses their experience of adult behaviours to guide their social relationships and interactions.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">May exhibit increased fearfulness of things like the dark or monsters \u2013 may have nightmares.<\/span><\/li>\n<\/ul>\n<\/div>\n<h3>Range 6 (roughly 48-60 months)<img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2015\/09\/down53.png\" alt=\"drop down menu\" width=\"24\" height=\"24\" \/><\/h3>\n<div>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Starts understanding different points of view.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Increasingly socially skilled \u2013 develops particular friendships, is flexible and cooperative, and will take steps to resolve conflicts with other children by negotiating and finding a compromise (sometimes requiring support).<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Is proactive in seeking support from a familiar adult and articulating their wants\/needs.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Attempts to repair a relationship or situation where they have caused upset \u2013 understands how their actions impact other people.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">More able to manage their feelings and tolerate situations in which their wishes cannot be met.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Is aware of behavioural expectations and sensitive to ideas of justice and fairness.<\/span><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p><!-- close accordion --><\/p>\n<p><span style=\"font-weight: 400;\">You can find out more about typical development using the Birth to 5 Matters guidance <\/span><a href=\"https:\/\/www.birthto5matters.org.uk\/wp-content\/uploads\/2021\/03\/Birthto5Matters-download.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">here<\/span><\/a><span style=\"font-weight: 400;\">. It might be useful to display the above information in an age-appropriate behaviour chart within your nursery, as a reminder to all staff, as well as giving it out in a parent-friendly format.<\/span><\/p>\n<hr \/>\n<h2>Creating a Positive Behaviour Policy or Procedure<\/h2>\n<p><span style=\"font-weight: 400;\">Every early years setting should have and follow a <\/span><b>set<\/b> <b>behaviour policy <\/b><span style=\"font-weight: 400;\">or <\/span><b>procedure<\/b><span style=\"font-weight: 400;\">. This does not always need to be written down, but all staff should know and be aware of it. This promotes positive behaviour and ensures a safe, secure, and effective learning environment where incidents are always dealt with fairly, consistently, and proportionately.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">You can use your policy or procedure as a selling point \u2013 it demonstrates your commitment to the\u00a0<\/span><a href=\"https:\/\/www.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/335504\/EYFS_framework_from_1_September_2014__with_clarification_note.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Early Years Foundation Stage<\/a><span style=\"font-weight: 400;\">\u00a0framework and to child development. This document sells your values, ethics, and principles to parents wanting to find excellent childcare.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Your behaviour policy or procedure will set out expectations for everyone\u2019s behaviour in the setting (including the adults), as well the strategies that will be used to guide children\u2019s behaviour \u2013 both rewards and consequences. You can also include your commitment to families within it (e.g. \u2018We will make sure that your child is taught right and wrong in a gentle way\u2019). It is important for parents to be on board with the policy or procedure, because consistency is key \u2013 all adults need to take the same approach to behaviour management in order for it to be maximally effective.\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">You can use the information given in this article, including the strategies that we will discuss in the next section, to create your behaviour policy or procedure.\u00a0<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-13232\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2017\/02\/Positive-Behaviour-Policy.jpg\" alt=\"Little girl up to no good being reminded of the positive behaviour policy\" width=\"685\" height=\"295\" \/><\/p>\n<hr \/>\n<h2>Strategies to Manage Difficult Behaviour<\/h2>\n<p><span style=\"font-weight: 400;\">We have collated eight strategies that you can use to manage challenging behaviour in early years. These strategies should be useful for all kinds of behaviour issues, but we have also put together a specific guide for behaviours such as tantrums, hitting and biting, and refusal to do something.<\/span><\/p>\n<h4>1. Ask for the behaviour you want.<\/h4>\n<p><span style=\"font-weight: 400;\">It\u2019s always better to have a positive approach \u2013 frame your rules by asking for the behaviour you would like to see, rather than the behaviour that you wouldn\u2019t. For example, rather than saying \u2018no hitting\u2019, ask for \u2018kind hands\u2019. When a child is displaying difficult behaviour, remind them of the rule in a positive manner and give them time to process and follow it \u2013 don\u2019t overload them with too many sentences.<\/span><\/p>\n<h4>2. Reward good behaviour.<\/h4>\n<p><span style=\"font-weight: 400;\">Whenever children are behaving well, reinforce them (e.g. \u2018Well done for showing us kind hands, Sam!\u2019). Make sure that praise is specific \u2013 what exactly did they do that you liked? This helps children to understand what is expected of them and choose their actions accordingly. You could also have a reward chart to add an incentive to behave \u2013 this might be a traffic light or weather board system, where you move a child\u2019s name to a different part of the board based on their behaviour. You could also give out stickers, which might add up to an even bigger reward (e.g. a certificate, a small toy, or a class party).<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-55147\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2017\/02\/crying-child-at-nursery.jpeg\" alt=\"\" width=\"685\" height=\"295\" \/><\/p>\n<h4><b><\/b>3. Make the consequences clear.<b><\/b><\/h4>\n<p><span style=\"font-weight: 400;\">When children don\u2019t follow your expectations, give them a second chance to correct the behaviour by reminding them of the rules \u2013 but if they still don\u2019t correct themselves, there should be an age-appropriate consequence. Consequences are most effective if they are immediate, logical, and decided in advance \u2013 you should set out in your behaviour policy which consequences you might give for different behaviours. They might be as simple as moving a child\u2019s name on the behaviour chart, or you might decide to use methods such as thinking time (also known as time-out, though this can have a negative connotation). <\/span><\/p>\n<p><span style=\"font-weight: 400;\">If you do use thinking time, keep it for more challenging behaviours, and make sure that you sit with the child throughout \u2013 don\u2019t abandon or isolate them. It should be an opportunity for them to calm down and sit in a quiet space, which should last for roughly one minute for each year of their life (two minutes for a two-year-old, three minutes for a three-year-old, etc). You could use a sand timer to show them how long they will be there for. After thinking time, it should be a fresh start for the child: the incident has been resolved.<\/span><\/p>\n<h4><b><\/b>4. Take note of triggers.<b><\/b><\/h4>\n<p><span style=\"font-weight: 400;\">Certain children might display challenging behaviour regularly, and it is useful to observe what triggers this behaviour in them. You could use an <\/span><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/abc-chart-for-challenging-behaviour\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">ABC chart<\/span><\/a><span style=\"font-weight: 400;\"> to monitor what happened directly before and after the behaviour, and see if you can spot any patterns. This will help you to fix the problem. For example, you might find that a child displays challenging behaviour whenever it\u2019s time to tidy up \u2013 this might suggest that they struggle with transitions. As a result, you could put strategies like visual timetables in place to make it easier for them.\u00a0<\/span><\/p>\n<h4><b><\/b>5. Talk about feelings.<b><\/b><\/h4>\n<p><span style=\"font-weight: 400;\">Discuss your own feelings with the children in your nursery to make them aware that everyone has them, as well as labelling what you think they\u2019re feeling when they behave in a challenging way. Research has shown that labelling feelings reduces the negative effects they are having, helping the child to behave in a more positive way. You can find out more in our article <\/span><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/how-to-encourage-children-to-express-feelings\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">here<\/span><\/a><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-55148\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2017\/02\/toddlers-playing-at-nursery.jpeg\" alt=\"\" width=\"685\" height=\"295\" \/><\/p>\n<h4>6. Be a role model.<\/h4>\n<p><span style=\"font-weight: 400;\">Children learn how to behave by watching others. As a result, it\u2019s important that you stay calm and level-headed, never raising your voice, and follow your own behaviour expectations at all times. Additionally, don\u2019t shame or humiliate children for their actions \u2013 this can be very damaging to their long-term mental health, and is not an effective behaviour management tool. As we\u2019ve discussed, consequences like time-out are not a punishment, but simply time for the child to calm down, phrased in a positive way \u2013 in no circumstances should we ever tell a child they\u2019re going to the \u2018naughty step\u2019 or \u2018naughty chair\u2019.<\/span><\/p>\n<h4><b><\/b>7. Look at additional needs (SEND).<\/h4>\n<p><span style=\"font-weight: 400;\">Some children might display challenging behaviour as a result of special educational needs and\/or disabilities (SEND). If you suspect additional needs, you should leave diagnoses to medical professionals, but do ask your setting\u2019s SENCo for advice, discuss your thoughts with parents, and\/or get help from the Local Authority.<\/span><\/p>\n<h4><b><\/b>8. Review your strategies.<\/h4>\n<p><span style=\"font-weight: 400;\">\u00a0\u00a0<\/span><span style=\"font-weight: 400;\">Make sure you set aside some time regularly to think about which strategies are effective for which child, and whether you need to try something different. Your behaviour management toolset should grow and adapt over time with experience, in order to be as effective as it can be.<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-55149\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2017\/02\/children-playing-in-sand-area.jpeg\" alt=\"\" width=\"685\" height=\"295\" \/><\/p>\n<hr \/>\n<h3>How to Stop a Child From Biting<\/h3>\n<p><span style=\"font-weight: 400;\">In response to a child looking as if they are going to bite, you could:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Try to divert or distract them before they do it \u2013 invite them to join in with a different activity or come and see something interesting.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Give them alternative things to bite on, especially if they are teething.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Talk about what mouths are used for (e.g. laughing, smiling, eating) and what they\u2019re not used for (biting other people).<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Praise the child when they use their mouth to do the right thing.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">If a child does bite, you could:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Say \u2018Ouch, hurts\u2019, with an appropriate facial expression.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Say \u2018Stop\u2019 firmly, with an accompanying hand signal.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Turn your attention to the child that\u2019s been bitten first. This ensures that the child that has bitten doesn\u2019t learn that they will get attention for doing this.<\/span><\/li>\n<\/ul>\n<hr \/>\n<h3>How to Stop a Child From Hitting, Kicking, Pinching, or Scratching<\/h3>\n<p><span style=\"font-weight: 400;\">With this type of challenging behaviour, it\u2019s important to put proactive strategies in place to reduce the likelihood of it occurring. This includes:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Teaching your expectations clearly (e.g. \u2018We use gentle hands and feet\u2019). You may do small group activities focused around these expectations to make sure that children know what they mean.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Modelling how to play in different situations, including sharing. Act out good behaviour in front of the children.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Reinforcing them when they do it correctly, giving them praise or attention.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Providing activities where children can express their feelings so they don\u2019t need to resort to challenging behaviour, such as puppets, circle time, and quiet areas to go to.<\/span><\/li>\n<\/ul>\n<p>If the behaviour does occur:<\/p>\n<ul>\n<li>Make sure the other child is OK.<\/li>\n<li>Take the child to a quiet space for thinking time if they need it &#8211; not as a punishment, but to help them calm down and not hurt anyone else.<\/li>\n<li>Let the child know you understand how they feel, but separate the feeling from behaviour (e.g. &#8216;I can see that you&#8217;re angry because Sam took the toy you were playing with, but it&#8217;s not OK to bite&#8217;).<\/li>\n<li>Don&#8217;t force the child to apologise, but wait until they have calmed down, and then discuss how you could make the injured child feel better.<\/li>\n<\/ul>\n<hr \/>\n<h3>Strategies for Refusal to Do Something<\/h3>\n<p><span style=\"font-weight: 400;\">When a child refuses to do what\u2019s expected of them, try:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Giving them a choice of two things you want them to do (e.g. \u2018Do you want some banana or some apple?\u2019).\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Asking them why they don\u2019t want to do it, if they are of an age where they can explain this to you.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Explaining to them why you want them to do something. This can help to persuade them that it really is necessary.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">To reduce the likelihood that a child will refuse to do what you\u2019ve asked, make sure that you always:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Give plenty of warning of change ? try sand timers or visual timetables.\u00a0\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Choose activities that they like to build up a habit of compliance.\u00a0\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Shorten the length of time of the activity.\u00a0\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Change the activity or social grouping.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Make sure that the activity is appropriate to them.\u00a0\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Give lots of positive attention when the child participates in adult?led tasks.<\/span><\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-55150\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2017\/02\/nursery-worker-and-children-talking.jpeg\" alt=\"\" width=\"685\" height=\"295\" \/><\/p>\n<hr \/>\n<h3>Strategies for Tantrums<\/h3>\n<p><span style=\"font-weight: 400;\">Remember that tantrums are normal \u2013 it is easy for children to become overwhelmed with everything that is going on around them. When a tantrum does occur:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Try to divert or distract them, if you spot it early.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Make sure that the child is in a safe space where they can\u2019t hurt themselves.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ask them if they want to go to a quiet space for thinking time (if appropriate).<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Wait for the child to calm down, and then offer them reassurance (e.g. \u2018It\u2019s OK\u2019 or offering a cuddle or special toy).<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Only intervene physically if there is a risk of damage to the child, other children, or property. Remember that you will need to keep a record of any times you have physically intervened with a child.<\/span><\/li>\n<\/ul>\n<hr \/>\n<p><i><span style=\"font-weight: 400;\">Promoting positive behaviour in nurseries is an important aspect of your practice, but all staff should remember that we can\u2019t expect adult behaviour from a young child. By keeping typical development in mind, teaching children how to regulate and express their emotions, and having pre-determined strategies for behaviour that challenges, you can ensure that your nursery is a safe, supportive learning environment for all children.<\/span><\/i><\/p>\n<hr \/>\n<h3>Further Resources:<\/h3>\n<ul>\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/courses\/education\/supporting-speech-language-development-in-early-years\/\" target=\"_blank\" rel=\"noopener noreferrer\">Supporting Speech &amp; Language Development in Early Years<\/a><\/li>\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/courses\/safeguarding\/challenging-behaviour-training\/\" target=\"_blank\" rel=\"noopener noreferrer\">Challenging Behaviour Online Training<\/a><\/li>\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/classroom-conflict\/\" target=\"_blank\" rel=\"noopener noreferrer\">Conflict in the Classroom: Coaching Children to Act Responsibly<\/a><\/li>\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/curiosity-approach-in-early-years\/\">Curiosity Approach in Early Years: Importance and Ideas<\/a><\/li>\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/how-to-become-an-early-years-practitioner\/\">How to Become an Early Years Practitioner<\/a><\/li>\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/child-development-in-early-years\/\">Why is Child Development So Important in Early Years?<\/a><\/li>\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/child-mental-health-quiz\/\">Child Mental Health Quiz<\/a><\/li>\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/role-play-in-early-years\/\">Benefits of Role Play in Early Years: Advice for Teachers<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Need advice on promoting positive behaviour in early years? Our guide offers information to help develop and manage behavioural skills in children.<\/p>\n","protected":false},"author":41,"featured_media":55228,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[18],"tags":[13535,75,80],"class_list":["post-13048","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-safeguarding","tag-early-years","tag-safeguarding-children","tag-teachers-and-parents"],"acf":{"schema_disabled":false,"schema_properties_FAQPage_question_answer":null,"schema_properties_HowTo_howto_tools":null,"schema_properties_HowTo_howto_supplies":null,"schema_properties_HowTo_howto_steps":null,"schema_properties_WebPage_cssSelector":null,"schema_sameAs_repeater":null,"schema_custom_json_repeater":null,"schema_custom_json_override":false},"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v19.5 (Yoast SEO v19.12) - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Promoting Positive Behaviour In Early Years: Guide For Nurseries<\/title>\n<meta name=\"description\" content=\"Need advice on promoting positive behaviour in early years? 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