The role of behaviour guidance in early education services

Written with input from CELA Early Education Specialists Jannelle Gallagher and Kerrie Maguire and CELA RTO Manager Aline Majado

The shift from behaviour management to behaviour guidance 

The approach to supporting children's behaviour has evolved significantly in recent years, moving away from the concept of ‘behaviour management’ (which suggests a focus on controlling or correcting children’s actions) to behaviour guidance. 

The EYLF V2.0 emphasises the importance of supporting children's emotional well-being and promoting positive behaviour as part of their holistic development.  

The framework states that educators should "respond to children's emotional states, particularly those related to managing strong feelings" (p. 28), highlighting the significance of helping children navigate their emotions in a supportive and respectful manner.

This aligns closely with the approach of behaviour guidance, where the focus is on understanding the emotional triggers behind children's behaviour and providing them with the tools and support, they need to learn how to regulate emotions. 

By guiding behaviour rather than managing it, educators work alongside children, helping them navigate overwhelming situations.

When we take a guidance approach, we become more curious, asking questions like, "Why is this behaviour happening, and why now?" This approach provides educators with an opportunity to critically reflect, developing the necessary skills to meet children's needs more effectively. If we focus solely on managing behaviour, how will children develop the strategies they need to understand and regulate their own emotions? 

Consider the following words from Dr William Glasser’s Choice Theory:

All behaviour is purposeful. That is, all of our behaviour is our best attempt at the time, given the resources at our disposal, to meet our needs.

The role of attuned educators in supporting children's emotional wellbeing 

Children often experience emotional responses that feel overwhelming. This is where the role of an attuned educator becomes invaluable. 

An attuned educator provides a ‘safe haven’ during moments of emotional distress, thanks to the nurturing relationships they have cultivated. 

They not only understand and respect the child's rights but also celebrate their strengths and genuinely look forward to seeing them each day. They may be the one person who truly 'sees' and 'hears' the child, having built a deep understanding of their family context and the experiences that influence their behaviour.

This awareness of the child’s family circumstances and the effects of past or present events is vital, particularly for children affected by intergenerational trauma. It shapes thoughtful decision-making, ensuring the service responds to the needs of the community, families, and children it supports. This approach embodies place-based and relational pedagogy. The service’s philosophy is firmly rooted in current research and evidence-based strategies that educators embrace, honouring the child and their connection to the broader community.

Contemporary research and practices 

Educators should ensure that their practices are informed by current research, reflecting their service's philosophy and values. 

Recommended models include the Circle of Security, Dr Louise Porter's behaviour guidance model and Cathrine Neilsen-Hewett's 6Rs framework. These approaches focus on understanding the child’s emotional world and providing the necessary support for emotional regulation.  

Whole of service strategies 

A highly effective approach involves regularly reviewing and openly discussing interactions with children alongside the service’s guiding behaviour policy. This creates opportunities for critical reflection on the procedures and strategies that promote consistent practices across the team.

It’s important to consider how often policies are reviewed and updated. The educational leader plays a pivotal role, serving as a valuable resource by accessing and sharing contemporary theory, evidence, and research to inform and enhance practice.

Some questions to guide the discussion: 

• How does the service’s philosophy influence these procedures and strategies? 

• Who benefits from the way we currently work? 

• Who might be disadvantaged by this approach? 

• As a team, are we consistently using these procedures to inform our practice? 

• How do children's capabilities and identities shape the development of these strategies and procedures? 

Additionally, reflect on the following aspects of your procedures and strategies: 

• What theory, evidence, or research has informed them? 

• How does the policy reflect the way children are viewed at the service—for example, as capable and competent individuals? 

• In what ways are children's rights embedded in the policy and procedure? 

Educators should regularly engage in professional development and networking to stay informed about contemporary strategies. Collaborative and robust discussions through Communities of Practice, for example, provide valuable insights into how policies and procedures can be improved to better support children’s behaviour. 

De-escalation and child-centred strategies 

There is no one-size-fits-all approach to guiding children's behaviour. Educators must develop an understanding of each child's unique needs and responses. 

For instance, while one child may need to release energy through large muscle movements, another may require quiet moments of connection. The key is to recognise when children begin to escalate. By adopting a neurological perspective, educators can observe changes in children's physiology. 

Some strategies to support children before they reach the 'eye of the storm' include: 

Building relationships: Secure relationships foster the production of oxytocin, the neurochemical responsible for bonding and trust¹. Creating a sense of belonging starts with small gestures. Do all educators greet the child warmly and delight in their arrival? Even simple acts of engagement, like a wave of acknowledgement, help a child feel seen and heard, particularly upon arrival at the service. Taking an active interest in the child and their family builds trust.  

Environments: The physical environment plays a significant role in helping children regulate. Environments designed with and for children provides the child with a sense of belonging and ownership. One preschool recognised that children were becoming dysregulated under harsh fluorescent lighting and decided to switch to softer floor lamps. This simple change had a noticeable impact on the supported children's dysregulation, helping them to navigate to a more calm and regulated state. 

The importance of regulated adults 

One of the most important considerations is our own level of regulation as adults. Early childhood services are often fast-paced environments, which can lead to educators becoming dysregulated. It’s essential to remember that we cannot effectively support or co-regulate a child if we ourselves are not calm and regulated. 

Conclusion  

By guiding rather than controlling, educators create an inclusive, supportive environment that not only meets children's immediate needs but also equips them with the strategies and skills to manage their own emotions in the future. This shift aligns with contemporary research and the EYLF V2.0 framework, which emphasise emotional well-being and respectful guidance. Ultimately, behaviour guidance empowers both educators and children to thrive in a more empathetic, emotionally attuned learning environment. 

References

1 https://www.health.harvard.edu/mind-and-mood/oxytocin-the-love-hormone 

Further reading: 

A new framework for understanding and responding to behaviours that challenge by Professor Cathrine Neilsen-Hewett

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