Challenging behavior : responding to challenging behaviour in the early years

Abstract

This dissertation addresses issues concerning challenging behaviour in the Early Years, focusing on the type of challenging behaviour Early Years practitioners face during their everyday practice and the strategies they use to respond to this behaviour. Data was collected through observations in four Early Years classes, and semi-structured interviews with Early Years practitioners. The qualitative data gathered shows that Early Years practitioners encounter different types of unsuitable behaviours in their classroom, such as sitting intolerance, talking or shouting during activities or free play sessions, failure to follow instructions, and fighting over toys. This study also gives insight on the strategies used by the respective Early Years practitioners in addressing these challenges. Some of the strategies used were non-verbal communication, the Thinking Chair, and reward charts. Moreover, the data collected shows that not all strategies are effective, hence Early Years practitioners need to reflect on the strategies they find useful in order to deal with unwanted behaviour and help children engage in positive behaviour.