Challenging behaviors in the classroom can test even the most experienced early childhood educators. If you're looking for effective, developmentally appropriate strategies to help reduce disruptive behaviors and create a calmer, more positive classroom environment, you’re in the right place.

This blog explores five positive guidance techniques that address challenging behavior by teaching young children important social and emotional skills, alongside classroom expectations. We’ll also explain the difference between consequences and punishment, and why positive guidance is recommended by child development experts.

If you’re interested in broader conflict resolution approaches, we also discuss six steps to conflict resolution in a related post here.

What Is Positive Guidance?

Positive guidance focuses on teaching children what to do rather than what not to do. Instead of simply stopping negative behavior, it helps children understand expectations and develop the skills they need to make better choices.

This approach is grounded in child development research. One standout element of the approach is its use of positive redirections rather than negative ones. For example, saying “Use your walking feet” is clearer to a young child than “Don’t run” because negations require more complex cognitive processing. Another central element is providing natural consequences rather than punishment for negative behaviors. 

Positive guidance supports children’s developing language, executive function and self-regulation abilities, creating a classroom environment where children feel safe, understood, and empowered to succeed.

1. Change the Setting

2. Respond Calmly

Responding calmly to challenging behavior is crucial. Take a moment to pause before deciding how to address the behavior and help the child return to classroom activities.

Scenario: During circle time, five-year-old Lila refuses to sit down and begins shouting. The teacher takes a deep breath and says, “Lila, I see you’re excited. Let’s take three big breaths together, and then we’ll find a spot where you can see everything.”

Why this works: Calm adult responses model emotional regulation and co-regulation, essential for young children learning to manage strong feelings. This approach reflects developmentally appropriate practice by meeting children’s emotional needs while teaching constructive behaviors.

3. Teach Alternate Behavoirs

Model positive behavior and teach children how to express their needs appropriately. For instance, if a child struggles with sharing, show them how to ask to borrow items instead of grabbing.

Scenario: During block play, three-year-old Jonah grabs a toy truck out of Leah’s hands. Leah bursts into tears. The teacher gently intervenes, saying, “Jonah, Leah was using that truck. If you want a turn, you can say, ‘Can I play with it when you’re done?’ Let’s try asking her now.” Jonah nods and repeats the teacher’s words.

Why this works: Teaching alternate behaviors gives children constructive ways to meet their needs, promoting problem-solving and social-emotional growth. This method aligns with developmentally appropriate practice by focusing on skill-building rather than simply stopping unwanted behaviors.5.

4. Give Your Students Choice

Children thrive when they can make choices. Offering options fosters independence and helps them discover their interests, but just as importantly, it empowers them. When children feel they have some control over their environment, they’re less likely to engage in power struggles or resist directions. Instead of always being told what to do, having positive choices helps children feel capable and respected while still maintaining classroom boundaries.

Scenario: At art time, Mateo crosses his arms and refuses to join the group for the painting activity. Ms. Kim offers, “There are paints set out on the table. Would you like to bring another art material for us to use, too? You can choose markers or stickers?” Mateo brightens. “Stickers!” he says, joining the group.

Why this works: Providing choices supports autonomy, reduces power struggles, and builds decision-making skills—key aspects of developmentally appropriate practice for fostering independence and confidence.

5. Notice the Positive and Offer Students Encouragement

Praise positive behaviors to reinforce them and boost children’s confidence. Recognition encourages them to repeat those behaviors. Even small moments of encouragement help children feel seen and valued, which builds trust and a positive classroom climate. This recognition also deepens the bond between teacher and child, supporting the secure attachments children need to feel safe and motivated in the classroom.

Scenario: After snack time, five-year-old Ava puts her cup and plate in the bin without being reminded. Ms. Jordan smiles and says, “Ava, you cleaned up all by yourself. That helps our classroom stay nice for everyone. Thank you!”

Why this works: Positive reinforcement strengthens desired behaviors and fosters secure teacher-child attachments, which are critical for social and emotional development. This reflects developmentally appropriate practice by promoting nurturing, responsive interactions.

Learn More About Behavior Management with ProSolutions Training

Looking to take the next step? Start with these courses:

• Positive Guidance and Discipline: Learn how to guide behavior with empathy and structure, while creating a classroom that feels safe and supportive.
• Classroom Management: Explore practical ways to build routines, prevent challenging behavior, and keep your classroom running smoothly.

Looking to earn your CDA? We offer both CDA Training and CDA Renewal to help you reach your next career milestone. Learn more and get started today!