Behaviour, regulation and educator judgement
Why the same behaviour strategy does not work for every child
One of the most frustrating parts of early childhood practice is when a strategy works beautifully for one child, seems to help another for a few days, and appears to make very little difference for somebody else.
It can leave educators wondering whether they are using the strategy incorrectly, whether the child is being deliberately difficult, or whether they simply need another behaviour management technique.
Sometimes the problem is not the strategy. The problem is that the same visible behaviour can be happening for very different reasons.
Behaviour tells us something is happening, but not necessarily what
A child running away from group time might need movement. They might be avoiding noise, finding the language too difficult to process, struggling with waiting, feeling unsure about where they belong, or simply be much more engaged in another experience.
A child who pushes another child may be frustrated, excited, overloaded, trying to enter play, struggling with impulse control or reacting to somebody moving into their space.
A child who refuses a transition may be anxious about what comes next, deeply engaged in their current play, needing more warning, struggling to shift attention or responding to an environment that has suddenly become much more demanding.
This is why strategy lists can only take us so far
Strategy lists can be useful. Educators need practical ideas they can try. The difficulty comes when the strategy is treated as though it should work simply because the behaviour looks similar.
If a child is running because their body desperately needs movement, a visual reminder to sit may not address what is happening underneath.
If another child is running because the room has become overwhelming, adding more movement may not be what they need either.
The behaviour may look the same while the child's experience is completely different.
Before changing the child, look at what changed around them
When behaviour becomes difficult, our attention naturally goes towards the child. But sometimes the most useful information sits around them.
Did the room suddenly become louder or more crowded?
Did the child have to stop something they were deeply engaged in?
Did an adult increase the amount of language or instructions?
Did the child have to wait longer than usual?
Had they been sitting or holding their body still for a long time?
Was there a change in educator, routine, space or expectation?
Did the child show smaller body cues before the larger behaviour appeared?
The same child may need something different tomorrow
Children do not arrive with exactly the same capacity every day.
Sleep, hunger, illness, changes at home, excitement, sensory load, social demands and the amount of effort a child has already used can all influence what they are able to manage.
A transition that was manageable yesterday may feel much harder today. A child who could tolerate a noisy room in the morning may struggle later when their capacity has reduced.
This is one reason I am cautious about describing a strategy as something that “works” for a child. What may have worked was the fit between that strategy, that child and that particular moment.
Consistency does not have to mean doing exactly the same thing
Early childhood teams are often told that consistency is important, and it is. Children benefit from adults who are predictable, safe and clear.
But consistency does not have to mean every educator using the same script or strategy regardless of what they are noticing.
A team can be consistent in the way they think. They can consistently pause, consider safety, notice the child's body, look at the environment, think about the demand and decide what may need to change.
The response may look slightly different because the child and the situation are different.
What could we try instead of asking for another strategy?
When a familiar behaviour appears again, try beginning with observation rather than immediately searching for a new technique.
What happened immediately before this?
What is the child doing with their body?
What are they moving towards or away from?
What are we currently asking them to do?
How much language are we expecting them to process?
What could we change in the environment or interaction first?
What happens after we make one small change?
This is where educator judgement becomes more important than collecting more strategies
I want educators to have practical ideas, but I also want them to feel confident enough to notice when an idea does not fit.
The goal is not to find the perfect strategy for every behaviour. It is to help educators become better at understanding the situation in front of them and making thoughtful adjustments.
That is the thinking behind the Regulation Ladders. They give educators, managers and families practical prompts while still leaving room for the adults around the child to observe, reflect and decide what is worth trying.