Reframing behaviour and responsive strategies for early learning environments

In early childhood education, behaviour is communication, every gesture, sound, or action from children aged six weeks to five years reflects a developing language and an attempt to connect, express, or seek understanding.

 

How educational leaders and educators interpret and respond to children’s behaviour sets the tone for learning environments and deeply influences children’s wellbeing and development.

 

Historically, behaviour management in early learning was often reactive and compliance focused. Today, guided by the National Quality Framework (NQF), Child Safe Standards, and the Early Years Learning Framework (EYLF v2.0), there is a clear shift toward proactive, relationship-based, and trauma-informed approaches that promote safety, dignity, and inclusion.

 

The EYLF emphasises the importance of secure, respectful, and reciprocal relationships as foundational to children’s learning and wellbeing (principle 1). It also highlights the role of emotional regulation and social competence in learning outcome 3 – children have a strong sense of wellbeing.

 

The NQF quality area 5 (relationships with children) explicitly requires educators to maintain respectful, equitable relationships and respond to each child’s emotional and social learning needs. Likewise, the child safe standards emphasise environments where children feel safe, listened to, and supported especially when expressing distress or challenging emotions.

 

In this context, the aim is not to “control” behaviour but to understand the why beneath it and respond with intention and care.

 

Renowned education consultant Dr. Bill Rogers has long advocated for positive behaviour leadership rather than authoritarian discipline. His work, while originally applied in school contexts, offers valuable insights adaptable to early years settings.

 

Predictable routines and expectations:

 

Young children thrive on consistency. Establishing clear and calm routines helps children feel secure and reduces anxiety-based behaviours.

 

This approach aligns with EYLF (principle 2) – partnerships and practice which emphasises the importance of responsive, predictable environments that support children’s agency and autonomy.

 

The power of choice and voice

Offering infants and toddlers limited, meaningful choices for example, “Would you like to sit on the red cushion or the blue one?”, fosters autonomy and reduces power struggles.

 

Empowering children with agency supports learning outcome 1 – children have a strong sense of identity, particularly in promoting decision-making, confidence, and independence.

 

Addressing the behaviour, not the child

 

Rather than labelling a child as ‘difficult’, Dr Rogers encourages educators to say, “That behaviour is not okay, let’s find a better way”.

 

This approach upholds the EYLF practice of respect for diversity, reinforcing the dignity and rights of every child.

 

Restorative language and relational repair

 

Following an incident, educators can model how to mend relationships by acknowledging emotions, listening actively, and supporting children to rebuild trust.

 

These relational moments build empathy and emotional literacy and are central to learning outcomes 1 and 3.

 

Developmental considerations

 

Infants and toddlers (0–2 years) are sensory beings, relying heavily on adults for co-regulation. Responsive, warm relationships, secure attachments, and attuned interactions are the primary ‘behaviour guidance’ tools at this stage, mirroring EYLF practices that stress secure relationships and emotional wellbeing.

 

Children aged 2–5 years educators can begin to scaffold self-regulation, social problem-solving, and empathy by:

 

• Modelling emotional literacy “I can see you’re feeling frustrated.”

 

• Offering simple mindfulness or breathing techniques

 

• Using visual cues and social stories to support transitions or changes 

 

These practices are aligned with learning outcome 3 and 4 – children are confident and involved learners.

  

Reflective practice and the role of the educator

 

Every educator brings their own experiences, biases, and emotional responses to behaviour guidance. A culture of team reflection, professional learning, and supportive leadership is essential. 

 

The EYLF encourages reflective practice as a key strategy to improve the quality of learning environments and strengthen outcomes for children (principle 4) – reflective practice.

 

Ask your team:

 

• Are our strategies inclusive and culturally responsive?

 

• How do we respond when a child’s behaviour challenges our patience or professional identity?

 

• Are we using moments of dysregulation as opportunities for connection?

 

Leaders play a key role in shaping practice by supporting educator wellbeing, modelling respectful communication, and encouraging ongoing conversations around behaviour, trauma, and the neuroscience of learning.

 

Positive behaviour strategies are not just about preventing disruption, they’re about creating a culture of emotional safety and respect, where all children feel seen, heard, and valued.

 

When educators respond rather than react, when you seek to understand rather than correct, you build the foundations of lifelong social and emotional competence. 

 

As the EYLF reminds us, “learning is most effective when it is embedded in relationships that are responsive, respectful, and reciprocal.”

 

And as Dr. Rogers states “Every interaction is an intervention.”

 

In early childhood education, these interactions begin with all educators.