Kacey Rexhausen

Reducing Challenging Behavior in an Early Childhood Setting

While it may be frustrating to deal with, engaging in challenging behavior is a natural part of children's
development. Nevertheless, there are many strategies that may be used by early childhood professionals to
cope with, reduce, and even eliminate these behaviors in an early childhood setting. In this paper, I will
describe a variety of possible causes for challenging behavior, focusing on the areas of defiance, aggression, and
sleep challenges. After that, I will explore strategies to reduce the frequency of these behaviors, as well as ways
to cope with them when they do occur.

Challenging behavior can communicate a message when a child doesn't have the language to express it.
It may be used in place of language by a child with limited social skills or one who has learned that challenging
behavior will result in their needs being met. Children engage in challenging behavior for a variety of reasons,
but the most common messages they are trying to communicate are for them to comment on something, to
request an object, an activity, a person, help, social interaction, information, or sensory stimulation, or to
escape demands, an activity, a person, or unwanted/uncomfortable sensory stimulation.

The first factors to consider regarding challenging behavior are whether there is a physical reason
playing a factor, such as hunger, sickness, pain, or lack of sleep, and if a change has happened in the child's life
recently. These factors can lead to challenging behavior even in children who are usually even-tempered.
Transition times may be especially difficult for children for a range of reasons, including not being ready or not
needing to move to the next activity, not understanding the expectations of the center or teacher, not being
used to the environment, and being unfamiliar with routines, among others. For example, a frequent cause for
difficulty with going to sleep or staying asleep is that children are not used to the environment or the routines
associated with naptime.

Although it is important to teach children what behavior is safe and appropriate, certain types of
challenging behavior occur naturally as children learn new skills. As children begin to become aware that they
are individuals and can influence different factors in their environment, they may exhibit defiant behavior as a
way exerting control. In a similar way, aggressive behavior may occur because children are not yet able to
control their strong emotions or have the impulse control to stop themselves from doing what they want to do.

Now that we've explored the different causes that may underlie instances of challenging behavior, it is
much easier to work to prevent them. The most effective ways to reduce challenging behavior in an early
childhood setting are to organize the daily schedule in a way that decreases the frequency of transitions and
the stress associated with them, to set limits, be consistent and follow routines, and to aid children in acquiring
the skills to deal with their own emotions in a safe and healthy manner. As I mentioned in the previous
paragraph, challenging behavior frequently occurs during times of transition. Transitioning too suddenly from
one activity to another or transitioning in too large a group may prove to be too difficult or hectic for some
children. Prepare children for transitions ahead of time by giving them warnings at predictable intervals before
time is up (ex. 10 min, 5 min, 2 min, & 1 min). Announce these warnings first to the large group or to smaller
groups, then give individual warnings to children who have more trouble transitioning. Sending children in small
groups to do things like washing hands or putting on coats and shoes rather than all at once can also cut down
on challenging behavior, as this reduces the levels of noise and stimulation that may otherwise be distracting.

According to Erik Erikson and Abraham Maslow, it is essential that children trust the adults in their lives
so that they can experience feelings of safety and belonging, and that no learning can occur without these
prerequisites. Setting limits, being consistent, and following routines tells children what they can expect from
you and from other trusted adults in the early childhood setting. For a child who is having trouble at naptime,
placing the child's cot or crib in the same spot every day, following a consistent routine leading up to naptime,
and reassuring the child that you are there as a source of comfort and protection can eliminate most
challenging behaviors over time. Setting limits through the practice of giving children choices from a short list of
options that you find acceptable gives them a feeling of control, and can even reduce defiant behavior. Being
able to assert themselves builds children's confidence and their desire to make things happen, so it is essential
to use this drive in a positive way.

Finally, it is the teacher’s job to help children learn how to manage and deal with their emotions in a
safe and healthy way. When children know how to cope with their own emotions, it dramatically reduces
instances of aggressive behavior. The first step in this is to help children label their emotions and connect them
to their causes (ex. “I see that you are feeling angry that your friend is using your favorite truck.”). Then, offer
an alternative, positive way to express that energy or emotion, such as pounding playdough, banging on pots
and pans, or taking deep breaths to calm their body down. What is most important here is that you help
children to understand that it is normal for them to experience emotions like anger, sadness, and frustration,
but that there are healthy ways and unhealthy ways to express them.

Challenging behavior is just that: challenging to deal with. Some of the most frustrating behaviors to
work with are problems sleeping, defiance, and aggression. What early childhood professionals must remember
is that there are a number of ways to cope with, reduce, and even eliminate these behaviors in an early
childhood setting. Through the practices of managing transitions, setting limits, being consistent, following
routines, and teaching self-management skills, we can work toward reducing challenging behavior and raising
confident, well-adjusted children.
 References

Hemmeter, M., Ostrosky, M., Artman, K., & Kinder, K. (2008). Moving Right Along: Planning Transitions to
Prevent Challenging Behavior. Young Children, 63(3), 18-22. Retrieved October 10, 2014, from
http://www.nxtbook.com/nxtbooks/naeyc/youngchildren_200805/index.php

Nine Ways to Reduce Challenging Behavior. (n.d.). Retrieved October 10, 2014, from
http://www.pbs.org/parents/inclusivecommunities/challenging_behavior4.html

Parlakian, R., Lerner, C., Barnard, K., & Hunter, A. (2014). Sleep Challenges. Retrieved October 10, 2014, from
http://www.zerotothree.org/child-development/challenging-behavior/sleep-problems.html

Parlakian, R., Lerner, C., Briggs-Gowan, M., & Hunter, A. (2014). Coping With Aggression and Teaching Self-
Control From Birth to 3. Retrieved October 10, 2014, from http://www.zerotothree.org/child-
development/challenging-behavior/coping-with-aggression.pdf

Parlakian, R., Lerner, C., Rose, T., & Hunter, A. (2014). Coping with Defiance. Retrieved October 10, 2014, from
http://www.zerotothree.org/child-development/challenging-behavior/coping-with-defiance.html