Reducing Behavior

Problems
in Preschools
Meridian International Center
PenMedia
Sponsored by the U.S. Department of State

Behavior Management
A strategy for managing problems or
undesirable behaviors that are usually preexisting by:
Eliminating an undesirable or
inappropriate behavior
Reinforcing and teaching positive social
behaviors

Children attending
Preschool

Each child entering the classroom comes from

a different environment
Each child comes equipped with a different set
of behaviors, skills, knowledge, and attitudes
Most children coming to preschool are unaware
of what is expected of them
Some children will come to preschool with preexisting conditions that may increase the
likelihood of them displaying behavioral
problems.

Role of Preschool
To help child adjust to preschool
environment, rules, and activities
To accommodate individual and group
needs of children entering the
preschool
Support the child in developing the
skills and knowledge to perform well,
socially interact, and enjoy the
preschool experience

What are challenging

behaviors
Repeated behaviors that interfere/prevent
learning
Repeated behaviors that prevent positive
social interactions
Examples:
Tantrums
Hitting, biting, pushing, pulling hair, spitting, etc.
Swearing, using negative language, shouting,
ridiculing others, etc.
Destroying property, games, materials, etc.
Withdrawing, not interacting, refusing to obey rules

Why should we address

these behaviors
Children with serious behavioral problems
(who do not receive necessary
attention and assistance) are more
likely to:
Fail in school
Be less productive citizens
Develop more serious behavioral problems

Delinquency
Aggression
Anti-social behaviors
Drug abuse

What can we do in the

preschool
Identify and assess behavior problems early
Assist child in learning and applying more
appropriate behaviors and responses
Enhance childs knowledge, skills and
capacities to respond and interact in the
learning environment and with others
Provide positive reinforcement and build
childrens self confidence and esteem
Support parents and child with home based
activities
Refer children for additional assistance

The Preschool Curriculum

The curriculum should have:
A strong social skills development component
A holistic approach addressing childs physical,
social, emotional, cognitive, and spiritual
development
A strong communication, language skills and
literacy component
An interactive and play based approach
including using the arts, movement,
indoor/outdoor play, problem solving approaches

Step 1: Developing
Positive Social Skills
All children entering the preschool have a right to
be supported in developing positive social skills.
Each child will enter the preschool with his/her
own package of social skills that may be in line
with preschool identified social skills.
Key role of teacher/caregiver is to assist all
children in developing their social skills.
Social Skills should support:

Childs
Childs
Childs
Childs
Childs

ability to interact positively with others

own sense of self respect
respect for others adults and children
self confidence and esteem
sense of belonging to a group

Social skills are dependent on

the childs socio-emotional
Socio-emotional development is based on the childs sense of:
development
Social competence (knowing what to do and say when with others)
Capacity to participate in individual and group work,
Understanding and ability to participate within a group setting like
taking turns, managing behavior, regulating ones behavior, not acting
out or overstepping rights of others, ability to play in groups of 2 or
more children.

Responsibility (acting responsibly to self and others)

Sharing and taking turns
Not harming others verbally or physically
Not destroying property of preschool or others

Respect (rights of self and others)

Readiness to explore new things willing to explore and learn new
things
Pro-social and helping behavior positive attitudes towards others
Capacity to follow directions

Socio-emotional
development (continued)
Usually there are different levels of socioemotional development:
Childs ability to express his/her emotions
Childs ability to cope and adapt to different
settings and groups
Childs understanding that others have feelings,
needs, rights
Childs ability to empathize with other (this is
based on development and maturation)
Childs ability to maintain relationships and
interactions with others

Suggested Activities to
Support Social Skills
Development
Below are five simple activities to carry out in the classroom.

These activities should be done during the first days of the preschool
opening with all children of the preschool.
These activities should be repeated on a daily basis until almost all of
the children have learned how to perform them correctly and in the
correct situations.
The teacher should observe children during the activity:
Do any children show attention problems (cannot focus, easily distracted, forget
what is happening around them, play with other items or bother other children)
Do any children have speech problems cannot pronounce certain words, cannot
hear well, etc.
Do any children seem very shy, withdrawn, fearful of other children
Continue to observe these children. Position yourself near them so you can
provide more hands on and direct assistance throughout the activities.
Do some children show lack of comprehension and have difficulty understanding
and following instructions
Record your observations over time and see when the childs behavior seems to
improve or get worse
Provide one to one assistance and guidance to the child at a later time
Continue to repeat this activity with them until they have mastered it. This may
take reinforcement, encouragement, praise, and lots of repetition.

Social Skills Teaching Children How

to Interact Properly and Respectfully in
the Preschool
Select 5 phrases you want children to learn to
use appropriately:

Hello, my name is ____. What is your name?

Please, I would like to use this.
Excuse me, I would like to say something.
Please stop doing that, it is bothering me.
Lets take [Link] can go first.

Write each of these phrases on big posters. In

bright, fun colors. Make at least 3 copies of each
phrase.
Post these phrases throughout the classroom.

Suggested Activity #1
Hello, my name is

Group children (around 6-10 children only) in a circle. Ask the children, to repeat the phrase
Hello, my name is.. (Write this phrase on 3 posters and show them to the child and explain what
the words say and mean)
Let them go around the circle and introduce who they are. Each child will step forward and say
Hello my name is _____Ahmed.
The other children should respond by saying, Hello, Ahmed.
Then the children should be instructed to turn to their right and say, Hello my name is ( ). What is
your name?
Then they should turn to the left and do the same.
After that let the children walk around the group and introduce themselves to others and get to
know the other children.
(The teacher should observe the group and notice if any children are having a problem introducing
themselves and/or listening to other children.)
Approach children who are having problems and support them in introducing themselves and
listening to others.
Introduce yourself to the child, have him introduce himself/herself encourage them and praise
them.
Take the childs hand and guide them to another child. Encourage them to introduce
themselves.
Repeat 2-3 times
Show the poster with the words, Hello my name is.. and ask them where they would like to place
these posters in the classroom to remind them to use these nice words.
Suggested areas near the entrance of the room, in the free play area, and near outdoor play areas.

Suggested Activity #2

Regroup the children around a table that has an object for every child. This
could include crayons, pencils, blocks, small cars, or any type of small object.
Have the children repeat the phrase, Please, may I use/play with this?
Have them repeat the phrase five times.
Then tell the children that each one will be able to select one item off the
table. But before taking the object, they must ask for it. This is done by
saying, Please may I use/play with this?
The group should respond by saying, Yes you may.
After the group says this, the child is allowed to take the item.
Repeat this until all the children have taken an item.
The teacher can then say, Thank You! You have all been very nice and polite.
We will always use this phrase when we want to use something that is not
our own.
She can then tell the children, Please put everything back on the table.
Thank you very much.

(The teacher should observe children consistently to make sure that they use
this phrase when they are playing with others. Remind children to use the
phrase. Explain to children why it is important to ask permission to use
things that dont belong to them. This way, they are following the social
rules that respect the property of others. They will know that they can use
something, no one will get mad.)

Suggested Activity #3
Excuse me, I would like to say
something

Group the children in a circle sitting on the floor.

Hand each child a picture or photograph or object that the child can easily describe (for
example, a tomato, tree, car, etc.)
Ask each child to repeat after you, Excuse me, I would like to say something. Let them
repeat this 5 times (or until they can say it correctly.)
Then the teacher initiates the activity. She says, Excuse me, I would like to say
something. She then shows children a picture of a child and begins to talk with the
children. This is Suha. Suha loves to play and talk. Every time she has something to
say, she raises her hand and says, Excuse me, I would like to say something! Lets all
remember to do the same. Lets try it now. Who would like to go next and tell us about
their picture/photo?
A child should then be selected to talk about his/her picture. Make sure to encourage the
child to say, Excuse me, I would like to say something. When the child says, Excuse
[Link] other children should all say together, Yes you may!!!
Each child gets a turn practicing to sayExcuse me! And then to tell about their picture.
After each child says, Excuse me, I would like to say something, the group of children
should reply, Yes you may.

This activity encourages children to learn to listen to one another. It helps them to
understand that they should ask permission to speak in class and take turns listening to
one another. During this exercise, encourage children not to interrupt one another.
Praise all those who are following the rules and assist those who are having difficulty
remembering to use these words. Provide them with one on one assistance and repetition
of the activity throughout the day and in different corners of the preschool.

Suggested Activity #4
Please stop doing that!

Have children sit in a circle.

Ask each child to name one thing that they dont like other children to do to thempush
them, yell at them, take their toys, use bad words
Ask the children to stand up. Tell them to repeat after youPlease stop doing that! They
should say it in a firm, but not loud voice. Repeat this five times.
Now have the children sit down again.
Ask one child to stand. Tell him he should walk around the circle and slightly push/tap a child
on the shoulder. The child who has been touched should stand up, face the other child and
say firmly, Please stop doing that!
Both children should then sit down besides each other.
Ask another child to stand up and enter into the circle. Ask the child, to move very close to
another child. That child, should then stand up and say, Please stop doing that. Both
children should then sit down besides each other.
Have another child stand up and have him try to take something from another child. The
other child should stand up and say, Please stop doing that! Both children should sit down
besides each other.
The teacher should then remind the children of what to say if someone is bothering them.
She should explain that no hitting, swearing or yelling is to be permitted in the preschool. If
someone bothers them they should report him/her to the teacher after they have asked the
child to stop doing that kind of behavior.
Show them the poster with the wordsPlease stop doing that!!!
Reinforce and praise good behavior and help those children who are having a difficult time
implementing the activity.

Reminder: Teachers should listen to all complaints from children and respond to them. Ignoring
what children have to say will lead them to act out in class and revert to negative behavior.

Suggested Activity #5
Lets take turns you can
go first
Take the children outdoors.

Use the swings, the slide, or bicycles to teach children how to take turns.
Ask children to line up by [Link] tallest in the front and the
shortest in the back.
When they are in [Link] them, Who wants to swing (or slide or ride
bikeswhich ever activity you are doing?
Usually all of them want to do it. Explain that there are more children
than swings or slides. Ask them to tell you how to make sure everyone
gets a turn. By using the words, Lets take turnsyou can go first!
Have the children repeat the words, Lets take turnsyou can go first!
Now ask the children to partner with the person behind them. They
should now practice using and applying the practice of taking turns. So
one of them should initiateLets take turns Then they can proceed to
take turns on the slide, etc.
This activity can also be done indoors within any play areapuzzles,
blocks, library, etc.

Teacher should reinforce the use of the words and post a sign that shows
the words Please take turns!

Step 2: Developing
Cognitive
Skills and Knowledge

Childrens cognitive development includes the ability:

to process sensory information,
to analyze the incoming information,
to be able to use the information in short and long term memory
processes,
to use the information in making comparisons, generalizations,
and taking decisions.
Children with poor cognitive skills will demonstrate behavioral
problems because they either cannot perform the task, cannot
remember what they are required to do, or cannot use previously
learned information to help them problem solve. Supporting their
cognitive development skills usually improves behavior problems.
Remember cognitive development doesnt mean force feeding
children with information. It is encouraging children on how to use
the information around theminternal processing of information.

Support Cognitive Development

Through Your Curriculum-based
Objectives

Cognitive-language development
Analytical skills and mental problem-solving
This is usually done through asking questions likeWhat happens next? Who do you think did it?
How can we solve this problem?
Concentration and memory
Keep children focused on the task. Keep them close to the materials, ask them questions, stand
by their side, guide them, ask them to tell you what they are doing, and what they will do next.
Provide encouragement and reinforcement.
Asking questions like, What did you do yesterday? What did you do this morning?
Early numerical abilities or knowledge of numbers
Repeating numbers, singing rhymes that have numbers in them
Knowledge of letters
Singing the alphabet song, having the alphabet and words posted throughout the classroom and
asking child to point and pronounce specific letters and words
Language and symbol recognition
Fill the classroom with signs and words (red light, green light, stop signs, crosswalk, quiet sign,
smiles, handshake, etc.
Label things in the classroomdoor, window, books, bathroom, kitchen, wall, bookshelf, etc.
Ask child to focus on word and say the words on a daily basis
Basic literacy
Read stories to children, have the child sit nearby you or in a place that you can have direct eye
to eye contact.
Ask questionswhat will happen next, how does the character feel, what would you do in this
situation.

Suggested Activity #6
I Spy(I See)
Have 5-6 children sit in a circle.
Take one child from the group. Whisper in the childs ear,
Pick something in the classroom. For example, a book lying
on table. Lets have the other children try to guess what
object you are referring to. What color, shape, design is on
the book that we can use to give the children a clue? The
child might say, the book is red or it is square?
The child goes back to the group and says, I Spy I See
[Link]. Guess what it is?
Children take turns going around the circle trying to guess
what the object is.
The child who guesses correctly now takes a turn at selecting
something for the children to guess at.
This is a fun game for children. It teaches them to focus on
certain characteristics of an object, to listen to others, to see
things from the perspectives of others, and helps children to
categorize things.

Suggested Activity #7
Memory Games
Get five blank sheets of paper.

On the first sheet, draw 3 different shapes (circle, square, X) Cut

the page into 3 sections. Turn them over and mix them up.
Have children try to identify where each of the different shapes
are.
On the second sheet, draw 4 circles using different colors for
each circle. Cut the page into 4 sections. Turn the pictures over
and have children try to identify where each of the different
colors are.
On the third sheet, cut out pictures from magazines or use
stickers and place 8 different photos or pictures (animals,
vegetables, flowers, etc.) Cut the page into 8 sections. Turn the
pictures over and have children try to guess where each of the
pictures is located.

Or another game is:

Have children stand in a group. Each child says his name, and
then the next child says his name and the childs name besides
him, and the third child has to say his name and the name of the
other two children. Go around the circle and see how many
names they can remember.

First Steps in
the Preschool Setting
Set clear, positive, well defined rules and
expectations for children
Identify any children who may need more targeted
assistance and support in understanding and
following the rules and expectations.
Modify the classroom environment to
accommodate the needs of children who are
experiencing difficulties in observing rules (give
more open space, provide separate time out and
rest areas, mark off specific space for a child, etc.)
Identify additional types of activities to assist the
child in learning the rules and practicing them
more frequently.

Preparatory Actions
Meet with parents and collect information on the child needs,
behaviors, concerns, likes and dislikes
Develop set schedules and routines that are easy to follow and
remain consistent
Set up clear signals when activities begin, will soon end, and what
to do after an activity is completed
Carry out activities that encourage and support positive
interactions between children shared accomplishments in
building, painting, physical games, etc.
Talk to children in clear sentences. Make sure they understand
what is expected of them.
Tell children what the rules are and what will happen if they do not
follow ruleswe must all take turns so that we can each have a
ride on the swing, if you push or shove others to get to the swing,
you will be asked to sit on the side and will lose your turn.
Consistently and constantly observe children reinforce and
encourage positive behavior and guide children who are not
following the rules

How to implement in the

preschool

Write up/Draw the 4 or 5 rules that you want children to follow and post them in strategic
locations throughout the preschool.
These rules should be easy to follow
Identify what you WANT the child to do and not what they SHOULD NOT do.
They should be easy to implement
Explain the rules to the children, demonstrate what is expected, and have children act out
the rules one by one make sure each child understands what the rules are and why they
should follow the rule.
Be consistent in observing children as they implement the rule reinforce positive behaviors
and encourage children who are not obeying on how to follow the rules. If a child repetitively
disregards the rules then identify 2-3 consequences (child cannot participate in an activity for
5 minutes, the child will have to repeat the appropriate behavior, the child will not get a
sticker, etc.)
Constantly observe children, move close by them and observe what they are doing
Provide them with reminders (Now we are going to [Link] are the rulesPick up the
toys and games and put them away, line up, and move to the bathroom to wash our
hands!)
Observe children who seem to have difficulty following the rules and identify what is the
cause lack of attention, forgetting, in a hurry, etc.
Assist child in learning how to apply the rulestep by step instruction, acting out the
behavior, providing immediate hands on assistance in a repetitive manner until the child
learns the behavior (provide consistent reminders when necessary.)
Reinforce positive behavior with rewards that the CHILD likes.

5 Steps
Explain (why and what is expected)
Demonstrate and Model (teacher and child)
Rehearse/ Guided Practice (reinforce
positive behavior)
Perform Independently (consistent
observation and guidance for children)
Review/Reteach (not all children learn at the
same rate, individual differences in applying
rules)

Helping children to learn

positive behaviors

Preschool activities should be kept between 10-15 minutes. For

children experiencing difficulties divide activities into smaller parts (5
minutes) and then move to next activity or task.
Teacher should provide one to one assistance and guidance with
children hands on, close and personal interventionsAhmed here is
your crayon, here is your paper, where do you want to sit? Keep the
child focused and move them through the activities.
Support children in partnering with one another children learn from
one another and can be mentors. This will allow them to complete
activities together and raise likelihood of success.
Place signs, written words, pictures in certain places to remind children
what to dosmile, share wash hands pick up toys listen
talk quietly etc.
Set up a reward systems for good [Link] gather points for
listening, washing, etc. At the end of the day they get a sticker, take
home a book, or get to be the first one in line if they have gathered a
certain number of points.

Students who dont

follow rules/expectations
All behavior happen within a particular
context
All behavior serves a purpose
Children learn to behave or misbehave
based on whether it addresses their needs
Understanding why children act the way
they do is the first step in problem solving

Why children
misbehave
Sometimes to escape from doing an activity, task
or event that they do not like or feel incompetent in
Sometimes to get attention
Sometimes because they may have difficulty in
performance and comprehension
Personal reward and gratification
To be in power, to take control over others, or
revenge
Teacher must observe childrens behavior to
determine possible causes for misbehaving and the
reward the child is receiving for acting this way.

Pre-Discipline
Before thinking about how or what kind of disciplining program
you want to support:
Ensure you develop a warm, considerate and supportive relationship
with the child. Without this, the child is less likely to be responsive to
you.
Always demonstrate positive, appropriate and
Observe the childs/childrens behavior and be able to identify quickly
changes in the childs behavior and emotional state so that you can
interfere quickly before the behavior or emotion gets out of control
Teach the child to identify and communicate his/her emotional states,
identify behaviors or situations that are upsetting to them, to seek
out assistance when they need it
Help the child to learn how to control their behaviors and prevent
them selves from carrying out negative behaviors (those that hurt
themselves or others)
Assist the child in calming down first. Then address the problem and
how it impacted on self and others
Help the child to understand how the other child feels, help them to
talk to one another
Develop and foster positive, supportive relationships with the child

Discipline
No type of physical punishment is
acceptable.
Disciplining is a way of positively
educating a child.

Time out
Remove child from setting
Remove toy or game
Reduce attention and reinforcement to child

Reinforcement and
Rewards
Praise and approval for good behavior good job, nice
drawing, you are smart, etc.
Modeling appropriate behavior teacher talks quietly,
listens, takes turns, is polite, smiles, etc.
Positive programming rewarding small steps in each of
the activities as the child performs them by developing
new skills holding crayons, lining up, holding books,
sharing toys
Shaping reinforcing behaviors that are similar to the
positive behaviors you are seeking. Smiling at child who
is playing well with others, encourage child who is helping
to pick up toys
Token economy giving child points for each good
behavior. Points can then be exchanged for a reward
child gets to pick which activity they will do or wants to
do

Steps in Analyzing
Childs Behavior
Teacher should discuss the following issues in consultation with other teachers who may also
be interacting with the child:
1. What behavior is of concern to the teachers?
2. When does this behavior appear:
a.
b.

Identify potential causes for the behavior child is frustrated, child is tired, child is uninterested
Who is around the child? Where is this behavior more likely to take place at?

3. What happens after the child misbehaves?

a.
b.
c.

Do other children give the child what he/she wants?

Does the child get to stop doing the activity?
Does the child get more attention?

4. Does the child have any kind of disability or learning difficulties?

a.
b.
c.
d.

Is the child hyperactive, impulsive, have difficulty concentrating/ paying attention

Does the child have any kind of physical difficulties movement, visual, hearing,
Does the child show signs of difficulty in communicating, autism, mental retardation
Does the child have a learning disability reading, writing, math, memory, etc.

5. How can you change the behavior?

a.

b.

Discuss the issue with parents and see if there are joint actions to take in the classroom and at
home
Discuss joint approaches to reinforcing child and guiding them towards appropriate behavior

6. Discuss behavior with child, what is expected of them and what actions will be taken
when they misbehave
7. Assist child in developing skills to carry out activities or perform in a way that is not
frustrating or limiting to the child.

Intervention Plan
1.
2.

Identify potential causes

for childs behavior
Teaching strategies
a.
b.

3.

Communication and
expression
Skills

1.
2.

Consequences are in
place

3.

Child is tired, hungry, unable

to perform the task, is being
ignored by the children.
Teacher supports child in
expressing what their needs
are I am hungry, I am
tired, I do not want to do
this activity, no one is
playing with me Teacher
supports development of
skills lets read together,
get the blocks from the top
shelf, stand in line
Teacher reinforces positive
behavior and explains to
child what happens if they
do not follow the rulestime
out, lose a turn, etc.

Behavior Intervention
Plan
Identify what behavior you want to change
Set the goal.
Discuss with the child what the goal is and how you
will work together to achieve
Decide what social skills are needed to perform the
behavior
Decide what performance skills are needed to
perform the behavior
Decide on what curriculum or environmental
adaptations are needed
Decide on what consequences child will receive
Types of reinforcement
Types of discipline

Problem Behaviors
Is the child demonstrating any of the following behavioral problems:
Aggressive Behavior: Hitting, Biting, Pushing, Tantrums, Destroying Property/ Injuring
Self, Swearing, Non compliant behavior
Communication problems not able to speak, not fluent in speech, speech
articulation problems, problems with voice, non-communicative, non-responsive, other
Personal care not able to dress alone, not able to use toilet properly, poor hygiene
habits, problems eating
Physical disability visual, hearing, motor, gross motor, fine mother, mental or
psychological problems, seizures,
Psychological problems poor attention, withdrawn or isolated behavior, lacks
concentration, anxious, fear of separation, loss of interest, depressed, hyper active
Academic problems poor logico-mathematical skills and knowledge, poor pre-literacy
and/or literacy and writing skills, poor comprehension of science/exploration/curiosity .

Initial Actions To Take

Discuss problem with other teachers and parents to get more

information on behavior and causes
Review class dynamics is behavior happening during certain
hours of the day, during certain activities, with certain children?
Does the child do better in small group work, large group work,
individual play/work
Does the child perform better when there is more space around
him/her
Does the child perform better when he/she is in quiet area or
separate from the group
Does the child do better when you give them small, short, clear
tasks with directions
Does the child do better when he/she is given more freedom
and selection of activities
Does the child need more breaks
Does the child need more one on one contact and assistance

Initial Actions To
Implement

Break down the exercise or task into smaller, shorter steps

Support the child with one on one assistance two to three
times
Guide him/her on the activity
Demonstrate for the child what behavior or outcome you are
seeking
Role model the behavior or show child a model of what is
expected
Giver feedback consistently and reinforce good behavior
Change activity if child appears very frustrated
Allow the child more time to complete the activity
Encourage the child to continue with work and reinforce
Change the activity slightly by making it easier or using
different colors, materials, etc. so the child remains engaged
and interested

Parent Involvement
Discuss the plan with the parent
Identify what actions can be done at home
to eliminate the negative behaviors
Identify means of sharing information
Identify set plan of action to adopt within
the home environment
Agree upon reinforcements and
disciplinary actions.

Children with Special

Needs/Conditions
Attention Deficit
Hyperactive Disorder
(ADHD
poor attention
impulsivity
overactive behavior

The frequency,
duration and severity
of these behaviors is
constant.

Emotional and
behavioral disorders
Autism
Learning difficulties
Special needs

Children with Special

Needs
Discuss behaviors and
interventions with
parents
Identify additional
support networks
outside of the
preschool if necessary
Support other
childrens
understanding of
differences in children
and tolerance and
acceptance

Discuss need to
coordinate plans and
support mechanisms
within the preschool
or through parent
involvement
Set realistic
expectations and
goals for the child
Support child-child
partnering

Slow and steady

Preschool and home involvement are
necessary
In preschool cooperation and
coordination is necessary
Allocation of additional support from
specialists should be sought when
necessary
Consistent, thorough work with the
child usually will lead to progress