ECED 16

OBSERVING
BEHAVIOR IN
CHILD GUIDANCE
MRS. CRIZALYN MAY SALAZAR-GAURINO
 1
OBSERVATION:
THE KEY TO UNDERSTANDING A CHILD
 INTRODUCTION
Young children sometimes behave in challenging or
confusing ways. You may occasionally have thoughts
like:

“Why does she keep pinching her brother’s nose?"

“Why does he put his snack in his hair?”
“Why does she cry when it’s time to put shoes on?”
 TIPS IN OBSERVING CHILD BEHAVIOR
• Look for patterns - any behavior that occurs over
and over is happening for a reason. If you can find
the pattern in the behavior, you can figure out how
to stop it.

A few years ago the children in my classroom were getting into too
many fights. I didn’t know why, so I started writing the incidents
down. At the end of three days I looked at my notes and saw “9:20,
fight over Legos; 9:50, fight over Legos; 10:00, fight over Legos...”
I didn’t have a problem with fights in my classroom; I had a
problem with fights at the Lego table! Once I saw the pattern, I
 TIPS IN OBSERVING CHILD BEHAVIOR
• The ABCs of behavior ("Antecedent-Behavior-
Consequence” model) -

Antecedent just means “what happened right before,”

Behavior means “what happened,” and
Consequence means “what happened right after.”

A teacher I know once worked with a child who frequently dumped milk or
juice on his clothes at snack and lunch time. Once she started writing down
the ABCs, she realized that every time the child did this, several teachers
would rush to his side, talking to him and cleaning him lovingly. The teacher
 TIPS IN OBSERVING CHILD BEHAVIOR
• Write it down

The problem is, our memories are terrible. Simply

making a note of what happened can help you see
patterns you may not notice otherwise.

When you’re stuck with your child’s challenging

behavior, write it down, along with what happened
right before and what happened right after. When you
see a pattern, you can work on changing it.
 2
REASONS FOR
OBSERVING Children’s behavior
 WHY OBSERVE CHILDREN?

Commonly heard responses are that early care and

education (ECE) professionals observe children to monitor
progress, to complete required assessments and
screenings, and to identify learning or behavior
challenges.

Observation is a core piece of the assessment process and

continuous quality improvement (CQI) planning. ECE
professionals use observation to document a child’s
 INTERACTIONS COME FIRST
“CHILDREN BENEFIT MOST WHEN TEACHERS ENGAGE IN
STIMULATING INTERACTIONS THAT SUPPORT LEARNING
AND ARE EMOTIONALLY SUPPORTIVE. INTERACTIONS
THAT HELP CHILDREN ACQUIRE NEW KNOWLEDGE AND
SKILLS PROVIDE INPUT TO CHILDREN, ELICIT VERBAL
RESPONSES AND REACTIONS FROM THEM, AND FOSTER
ENGAGEMENT IN AND ENJOYMENT OF LEARNING.”
(YOSHIKAWA ET AL. 2013A)
Quality interactions happen when a teacher
intentionally plans and carefully thinks about how
she approaches and responds to children.

Emotionally supportive interactions help

children develop a strong sense of well-being and
security.

Responsive interactions are responses and

 OBSERVATION NURTURES
RELATIONSHIPS AND LEARNING
Observation helps ECE professionals look at their
interactions with children, and discover how important
interactions are as they get to know and support
children. Observation is a way to connect with children,
to discover their connections to others and to their
environment. Children who feel cared for, safe, and
secure interact with others and engage in their world
to learn. They are more likely to gain skills, and to do
• Use observation for an
objective view of a child.
• Find ways to build each
child’s self-confidence.
• Strengthen relationships as
you learn more about the
child.
• Observe to engage a child
• Reflect on observations to
assess each child’s progress,
understand her needs and
personality, improve teaching
practices, and plan
curriculum.
• Verify questions and
concerns about a child.
• Make tweaks, or small
changes, while observing and
afterwards.
• Use information from
observations to inform
program practices and
policies.
• Make observation an ongoing
practice, a part of all
• Take notes, either during
activities or shortly afterwards.
 3
UNDERSTANDING
Children’s behavior
 GUIDING CHILDREN’S BEHAVIOUR IS AN
IMPORTANT ASPECT OF EDUCATING AND CARING
FOR CHILDREN. POSITIVE STRATEGIES NEED TO
BE DEVELOPED TO ASSIST CHILDREN TO LEARN
APPROPRIATE WAYS OF BEHAVING.
 BEHAVIOUR GUIDANCE
The term ‘behaviour guidance’ is used to reflect
current thinking about the most positive and effective
ways to help children gain understanding and learn skills
that will help them to manage their own behaviour.

Corporal punishment and unreasonable discipline are

not permitted in education and care services, not only
because the child may be physically harmed, but also
 WHAT IS BEHAVIOUR
GUIDANCE?
BEHAVIOUR GUIDANCE IS AN INTEGRAL PART OF THE
EDUCATIONAL PROGRAM. THE PROGRAM THAT IS
PLANNED AND DELIVERED TO CHILDREN MUST
CONTRIBUTE TO THE FOLLOWING OUTCOMES:
• the child will have a strong sense of identity
• the child will be connected with and contribute to
his or her world
• the child will have a strong sense of wellbeing
• the child will be a confident and involved learner
Behaviour guidance consists of a variety of ways that
adults help children learn to guide or ‘self manage’
their behaviour to learn acceptable behaviour. It
encourages children to reflect on their actions and
the impact those actions have on themselves, others
and the environment around them.

This contrasts with the more traditional ’behaviour

using punishment, or inappropriate discipline to
control them. Behaviour guidance based on positive
mutually respectful relationships between adults and
children is most likely to influence behaviour in
constructive ways.

The absence of a warm and trusting relationship with

an adult will often result in the child resisting direction
Behaviour guidance:
• demonstrates respect for children
• is based on knowledge of children’s development
and learning
• is based on an understanding and knowledge of
each child, including background, culture,
community and family
• is proactive and positive
• recognises the child’s strengths
• does not use any form of corporal punishment or
Children’s behaviour, including challenging behaviour, may
be an attempt to satisfy a valid need or express a want, or be
an indication of their needs or interests not being met.
Environmental conditions may also influence children’s
behaviour and generally with good environmental support,
children thrive.

Children who feel valued and who observe and experience

respectful and caring relationships between children and
Behaviour can be described as challenging
when it:
• interferes with the rights of others
• causes harm or risk to the child, other children,
adults or living things
• damages the physical environment, equipment or
materials
• interferes with the child’s learning and
relationships with others
• includes a child presenting as shy, withdrawn or
 ROLE OF THE CHILD
It may be appropriate, at times, to involve children in
decision making and discussions about their
behaviour. However, this must be done sensitively
with careful forethought. Some examples of
inappropriate conversations with young children
regarding their behaviour include demanding
answers to questions such as ‘Why did you do that?’
 ROLE OF THE ADULT
It is important to discuss challenging behaviour with
the child’s parent/guardian. Families can provide
educators with valuable information and insights about
individual children’s strengths, interests and needs and
the strategies that will best assist them to participate
fully in the program. When educators and families
have mutually respectful relationships and
Families vary considerably in child rearing practices and
the ways each family manages challenging behaviour.
The kinds of behaviour they accept may differ from
those of the education and care service. This can cause
confusion for the child and may not be helpful in
assisting the child to change their behaviour.

When there are differences in ways of responding to

challenging behaviour and there are differences of
opinion it is crucial for the parents and services to work
When the child’s behaviour does not fit with what
is appropriate for the child’s developmental level,
and is frequent or extreme, it is important to try to
discover the reasons for the behaviour.
Children’s behaviour must be understood in the
context of one’s own expectations about what is
‘challenging’ whilst considering children’s
developmental level. For instance, a child may
consistently hit other children. This behaviour although
undesirable may not be outside of typical development,
and needs to be guided accordingly.
This requires:
• an understanding of the child in the context of the
family, culture, community
 FACTORS THAT MAY INFLUENCE
CHILDREN’S BEHAVIOUR
FACTORS WITHIN THE SERVICE:
1.Environment designed to foster children’s learning and
development – offer a range of challenges and
experiences that reflect the breadth of ages, interests
and capabilities of all children.
2.Educational program contributes to the learning
outcomes and is based on the interests, ability and
experiences of each of the children and is sensitive to
3. Educator and child relationships – when interactions
between educators and children are positive,
respectful, engaging, caring and supportive, children’s
confidence, abilities and self-esteem are enhanced
4. Consider the children’s environment – for instance,
would the child’s behaviour be different if they were in
another room with a smaller group or a mixed age
group or does the child require more targeted
intervention
5. Consistency in care – children need reliable and
6. Educators work in partnership with families to ensure
that experiences planned for children are meaningful

7. Consider children’s behaviour in the context of their

culture, their community and their family and in
relation to their individual stage of physical and
intellectual development

8. Educator to child ratios need to be adequate to meet

the particular needs of the children at the service.
 FACTORS THAT MAY INFLUENCE
CHILDREN’S BEHAVIOUR
EXTERNAL FACTORS:
1.family relationships
2.changes to family circumstances
3.an event that has occurred in the community
4.limited social experiences
5.cultural expectations, experiences and child rearing
practices
6.exposure to drugs, alcohol
7.the child’s emotional development and temperament
 4
STRATEGIES
to guide children’s behaviour and prevent
behavioural issues
• A positive environment for learning and development
will help reduce challenging behaviours.
• In some situations the service may need to increase
the educator to child ratios to meet the needs of
children with challenging behaviour.
• Educators can assist and guide older children’s
capacity to interact with others in respectful and
cooperative ways and to develop their independence
and ability at self-regulation.
• It is important to ensure that children’s behaviour is
observed and documented carefully and sensitively
 5
DISCIPLINE
Unacceptable practices – discipline and
punishment
The term ‘discipline’ is often associated with punishment and
may suggest inappropriate and damaging methods of
attempting to control children in order to change their
behaviour.

Discipline, or punishment, does not contribute to this aim.

Using appropriate behaviour guidance helps children to
regulate their own behaviour so that they do not always rely
on adults to guide their behaviour, although they will still
need assistance much of the time.

The approved provider of an education and care service must

Unacceptable practices – discipline and
punishment
• hitting, slapping, pinching
• force feeding
• isolating
• yelling
• humiliating or belittling a child
• physically dragging a child
• depriving a child of food or drink, (saying to a
Other examples of unacceptable practice
include:
• negative labelling
• criticising
• discouraging
• blaming or shaming
• making fun of or laughing at
• using sarcastic or cruel humour
 5
TIME OUT
‘Time out’ is defined as removing a child for a
period of time to an alternative place and in isolation.
Isolating the child not only has the potential to cause
fear and/or humiliation, but it also is likely to increase
negative behaviour at other times.

This practice focuses on the exclusion of the child

from the group with no support or opportunity for
reflection or consideration of other ways of behaving
and it does not help children develop positive
In some situations it may be necessary to take a
child to an alternative environment to support
the child to calm down or regain self-control. Our
aim should be to prompt and support children
when children are experiencing frustration, anger
or fear, to remove themselves from these
situations and move to a space where they can
gain composure and control over their emotions.
Options for redirection to another activity and/or
• The educator must remain with the child, offering
reassurance and support so the child can settle
down and regain self-control. This strategy can be
used as an opportunity for educators to help the
child develop self-calming behaviours and gain
composure and control.
• This is viewed as a learning opportunity, not as
punishment. However, this approach should only
be used as part of a behaviour management plan
and when there is an immediate danger of the
 5
CONSULTING AND
REFERRING WITH
OTHER
PROFESSIONALS
• When a child does not respond to daily behaviour
guidance strategies, it is essential that educators
consult with parents about developing specific
behaviour guidance strategies.

• There may be times when additional professional

assistance and external support are needed to help
a child.

• Parental consent is required where referral for

• When professionals from other support services
become involved in assisting with a behaviour
guidance program for a child, it is important that
this is done in collaboration with educators and
parents. This gives everyone the opportunity for
input and information about the strategies and
expectations that are developed.
• Children with diagnosed behavioural difficulties
may require individual management plans and
 REFERENCE

OBSERVATION: THE KEY TO UNDE

RSTANDING YOUR CHILD | NAEYC

UNDERSTANDING CHILDREN’S BE
HAVIOUR (EDUCATION.VIC.GOV.A
U)

WHY OBSERVE CHILDREN? — BET

TER KID CARE — PENN STATE EXT
ENSION (PSU.EDU)