Behaviour Strategies Explained

Tamsin Grimmer is an experienced consultant and trainer and a Principal Lecturer at Norland. Tamsin has written several early childhood books, including Developing a Loving Pedagogy in the Early Years, Nurturing Self-Regulation in Early Childhood and Supporting Behaviour and Emotions in the Early Years.

• Introduction Part 1 Explaining terms ABC or STAR analysis Acknowledge and validate feelings Attachment-aware practice Backward chaining Behaviour detective Belonging Body language Calm down time and space ‘Catch’ them being good Change of face/adult Change of place/scene Choices Compassion and forgiveness Conditioning (classical and operant) Conflict resolution Connection before correction Consequences Consistency Control Co-regulation Corporal Punishment De-escalation strategies Discipline Distraction and diversion Emotion coaching Emotionally literate environment Exclusion and suspension Executive function and self-regulation Expectations Explanations Fair and equitable (non-judgemental / not shaming) Gentle parenting Humour Iceberg model Ignore Incentives Instruction Isolation ‘I’ statements Labelled praise Limiting waiting and sedentary times Logical consequences Loving Pedagogy Low demand language Mirroring emotions Natural consequences Naughty step/chair/mat Negative reinforcement Neuro-affirming practice Non-judgemental approach PACE (Playfulness, Acceptance, Curiosity, Empathy) Partial Agreement Physical restraint Positive reinforcement Praise and affirmation Problem solving Punishment Re-directing play Regulation Station Relational approach Releasing feelings Restorative practices Rewards Role modelling Routines Rules and boundaries Sensory Understanding Shouting Social stories Threats Time-In Time-Out Time warnings Total communication approach Touch Transitional objects Trauma-responsive practice Visual Supports Worry Monsters Zero-tolerance approach Zones of regulation™ 5-point scales Further Reading and Resources Part 2 Further unpicking this ethos The rights of the child in relation to behaviour Adopting an ethos that supports children’s behaviour The centrality of relationships in the school or setting The importance of nurturing self-regulation and being proactive not reactive to supporting children’s behaviour How to write a behaviour policy Creating an enabling environment which supports children’s behaviour The impact of children’s behaviour on staff wellbeing Engaging parents and working in partnership with them when supporting their children’s behaviour Staff training and development Conclusion