Positive Guidance for Children’s Behaviour Part 1: Looking Beneath the Behaviour

Course Overview

This course helps educators build a deeper understanding of why young children behave the way they do. It explores behaviour through a child development lens and supports teachers to move beyond seeing behaviour as simply “good” or “bad”. Instead, participants will learn to recognise behaviour as communication and to consider the many underlying factors that may be influencing a child’s actions.

The course examines developmental stages, emotional development, trauma, loss, abuse, COVID-related impacts, speech and hearing concerns, sensory processing differences, and the role of the environment in shaping children’s behaviour.

Why This Course Matters

Children’s behaviour is rarely random.

Behaviour is often a form of communication and can reflect developmental needs, emotional stress, sensory challenges, unmet needs, or environmental factors.

When educators understand this, they are better able to respond with empathy, insight, and appropriate support rather than frustration or judgement.

What Participants Will Learn

In this course, participants will explore:

Behaviour as communication
What is developmentally typical behaviour in the early years
The behavioural characteristics commonly seen at different ages and stages
How toddlers and young children experience and express strong emotions
The impact of trauma, abuse, loss, and stress on behaviour
The ongoing impact of COVID-related disruption on children’s development, behaviour, and social skills
How speech, language, hearing, and communication difficulties can affect behaviour
How sensory processing and motor challenges may present as behavioural concerns
Why the environment can either support or intensify behaviour
The importance of observation and documentation when identifying concerns

Key Focus Areas

This course helps educators reflect on:

Is this behaviour developmentally typical?
Is the child communicating a need they cannot yet express?
Could this behaviour be linked to trauma, loss, abuse, stress, or anxiety?
Could sensory, motor, hearing, speech, or medical issues be contributing?
Is the environment helping the child succeed, or making things harder?

Key Takeaway

Before we can guide behaviour well, we must first understand it.

When educators look beneath the behaviour, they are better able to respond in ways that protect children’s dignity and support their development.

What Are You Waiting For?

Join Theorists in Early Childhood Education and learn how to connect theory to meaningful, everyday practice.