This three-part series will focus on the concept of ‘challenging behaviour’, our perception of it, and how we can effectively support children within our practice. The aim of this series is to provide opportunities for thought and reflection on how we perceive a child's behaviour and, subsequently, how we respond to it. In the first part of this series, I will provide an overview of what the term ‘challenging behaviour’ means, and how we can reframe the terminology we use within our practice. Then I will discuss our roles and responsibilities as practitioners in supporting children to learn appropriate behaviour. 

‘Challenging behaviour’

The term ‘challenging behaviour' is often used within early years practice to describe a range of behaviours that are considered disruptive or destructive. They can include behaviours such as:

• Hurting others – Biting, hair pulling, pushing, and hitting out.

• Self-injurious – Head banging, biting yourself, pulling their own hair.

• Destruction – Breaking/throwing toys, furniture and tearing books.

• Disruption – Shouting out, running around, climbing on furniture.

Other behaviours such as spitting, swearing, removing clothing in public, and smearing faeces also come under the umbrella term of ‘challenging behaviour’. Many young children will engage in some form of ‘challenging behaviour’ as part of typical development as they learn what expected behaviour is and how to manage their feelings appropriately. However, for some children, these behaviours extend beyond typical development and can impact their learning and the learning of others. 

Rethinking terminology

Although the terms ‘challenging behaviour’ and ‘behaviours which challenge’ are widely used within practice, they are not terms I like to use. The language and terminology we use to label or describe something can frame how we think about it. For example, if we are discussing something simple like the weather, and we say, “The rain is terrible today”, we instantly associate the rain as something negative. However, if we rephrase it to “the rain is refreshing today”, the negative connotation is instantly taken away. I feel that this analogy can be applied to the term ‘challenging behaviour’, as the word ‘challenging’ has a negative connotation attached to it. When we describe something as challenging, we think of it as difficult or demanding and change our feelings towards it. When you attach this label to a child, it is easy to think of the child as difficult or demanding instead of attributing it specifically to their behaviour. I prefer to use the term ‘responsive behaviour’. As we will discuss in more detail further in this series, a child’s behaviour is a form of communication and a response to a stimulus within an environment or social interaction/situation. Therefore, by using the term ‘responsive behaviour’, we are framing it in a more positive way. In turn, this alters our feelings and subsequent approach towards it. Furthermore, it takes the negative label off the child and directs our focus to the behaviour, rather than ‘blaming the child’. 

Your role and responsibilities

A child's early experiences can significantly influence how they manage their feelings and emotions, which can influence their behaviour. As practitioners, it is our responsibility to help children to learn and develop social skills and appropriate behaviours through guidance, supportive interactions, and positive experiences. Many children spend a significant amount of their day with us in early years settings. It is our responsibility to be positive role models. For children to behave in appropriate ways, they first need to know what ‘appropriate’ is. To do this, you need to ensure that you show and tell them in ways that are suitable for their stage of development, through your classroom routines and activities. It is important to be clear and consistent about the expectations that you set, with gentle reminders of them throughout the day.

The learning environment should create a safe and nurturing space where children can express their feelings and work through their emotions with a responsive adult. It is important that children feel and experience positive emotions as well as difficult ones. Although we want children to be happy, it is also okay for them to be sad or angry at times, as it is a natural response to some situations and events. It is our role to help children know that it is okay to be angry or sad but to support these feelings with examples of how they can manage them appropriately. We should also ensure we create a learning environment that fosters care for physical resources. For example, encouraging children from a young age (even babies) to help put resources away or pick up something that has been dropped on the floor, teaches them to care for them. 

A note on safeguarding

While many behaviours are typical for children at certain ages and stages of their development, it is always important to be alert to sudden or significant changes in children’s behaviour and emotions that are not typical for them. As practitioners, we have a duty of care to protect children from harm and to be confident in recognising signs that may indicate child abuse or neglect. If you have any concerns about the cause of a child’s behaviour, always ensure that you follow your setting safeguarding policies and procedures. 

Next week

Part two of this series will focus on behaviour as a communication. I will discuss how children can use behaviour to communicate their needs, wants and interests. I will additionally highlight our role in being able to interpret what a child may be trying to tell us through their behavioural communication.