Because young children are still developing the ability to navigate their feelings and communicate their needs, challenging behavior is an expected part of early childhood. When these difficult moments occur in an early learning setting, adult care providers know that it is important to respond with patience and intention, so that the child feels seen and supported. In this article, we’ll explore an effective response to challenging behaviors known as redirection. Redirection is a gentle approach that helps children experiencing difficult moments to pause for a break, and then turn their attention to something more positive.
Challenging behavior can show up in early learning settings in a variety of ways. Whether it’s throwing toys, refusing to share, or being physically aggressive, these behaviors can wear on the patience of even the most experienced care & learning providers. Reminding ourselves that these types of outbursts often signal that a child needs help navigating big feelings or unmet needs can help us to respond effectively.
The Administration for Children & Families website, ChildCare.gov describes the connection between behavior and communication. “All behavior is a form of communication…Young children do not yet have the words or communication skills to clearly tell us what they need and want or how they feel. They let adults know their wants and needs through their behavior. Sometimes, behavior that adults would think is disruptive is often a ‘clue’ to help us understand what children are trying to communicate.”
While there are many ways to respond when young children demonstrate challenging behavior, one common approach that is used by educators and care providers is known as redirection. In this approach, educators step in when they notice that a child is becoming aggressive or dysregulated and then gently, but firmly, direct them towards a different and safer activity.
Here are some examples of how redirection might look with young children:
Redirection is a powerful tool in early learning settings, because it stops the challenging behavior before it can escalate, and avoids the use of shame or negative reinforcement. By using redirection, early care & learning providers offer children the option to reset and take a break when their emotions are getting the best of them. Over time, children develop the self-awareness to notice when their behavior is unsafe or uncomfortable for others around them. These are critical social-emotional skills that will help set children up for success as they get older.
For educators, redirection offers a way to respond to challenging behaviors with intention, warmth, and compassion for the child experiencing a tough moment. This approach helps us to lower the temperature when big feelings take over, and maintain a positive environment that benefits the entire classroom.
The first step in redirection is establishing a connection by talking with the child. Without this initial step, redirection can feel abrupt and confusing. Ensure that you use clear, child-friendly language to help the child identify feelings, understand how these feelings are causing them to act, and why you are redirecting their behavior.
This might sound like, “I’m noticing you’re having a hard time keeping yourself from throwing your cup right now,” or “I can see you are feeling frustrated that Ella won’t share her toy with you.” This helps the child to develop language and self-awareness about their emotions and behavior.
When we redirect children, we are helping them learn how to stop what they are doing when it is unsafe, disruptive, or hurtful. However, young children’s developing brains need a lot of support in controlling their impulses. When we direct children away from difficult behavior, we need to physically insert ourselves into the situation to help them stop what they are doing. This might mean standing between two children to stop one child from hitting the other, gently blocking a child’s hand from throwing things, or picking up a toy that a child is using aggressively.
Because young children are still developing the ability to control their impulses, redirection is less effective when it is done from a distance. It is best to walk over to the child, gently help them to stop what they are doing, and then calmly guide them towards the alternative activity.
Redirection is meant to help children take a break, regulate, and learn to manage their impulses. This requires a calm, soft approach to help diffuse the big feelings that are already occurring. Because of this, redirection requires educators to manage their own emotions and stay calm during these interactions. If time allows, taking a quick deep breath to calm your own nervous system before you approach the child can help you bring a gentle energy to the situation.
