Young children do not always have the skills to handle long waits, unexpected changes, difficult tasks, or busy environments. A small change in the classroom can sometimes prevent a much bigger behavior challenge.
Look at What Happens Before the Behavior
When a behavior happens repeatedly, look at what comes before it.
Ask yourself:
- Is the child waiting too long?
- Is the transition unexpected?
- Are directions too long or complicated?
- Is the activity too difficult?
- Are there not enough materials?
- Is the classroom especially noisy or crowded?
- Does the child know what is expected?
- Is the child getting enough movement throughout the day?
Small Changes Can Make a Big Difference
Give a warning before transitions.
“Five more minutes, then we will clean up.”
Use visual reminders.
Pictures can help children understand what comes next without relying only on verbal directions.
Keep directions short.
Instead of giving three or four directions at once, give one step at a time.
Offer appropriate choices.
“Do you want to clean up the blocks or the cars?”
Reduce waiting.
Give children something meaningful to do while they wait for a turn, a teacher, or the next activity.
Prepare children for changes.
If the schedule will be different, tell children ahead of time and remind them again as the change approaches.
Make expectations clear.
Tell children what you want them to do rather than only what you want them to stop doing.
Try This
Choose one behavior that happens frequently in your classroom. Instead of immediately thinking about how to respond to the behavior, look at what happens right before it.
Ask:
“What could I change about the environment, routine, or instruction that might make this easier for the child?”
Prevention is not about creating a perfect classroom where challenging behavior never happens. It is about creating an environment where children have more opportunities to be successful.