Understanding and Managing Challenging Behaviors in the Infant and Toddler Classroom

Practical Strategies for Child Care Teachers and Early Childhood Professionals

Every infant and toddler teacher has experienced it. A child bites another child during playtime. A toddler throws themselves onto the floor when it's time to clean up. An infant cries every time the teacher puts them down. Another toddler constantly hits, throws toys, or refuses to follow directions.

These behaviors can be frustrating, especially when teachers are responsible for several young children at once.

But here's something every early childhood professional should remember:

Challenging behavior is often a form of communication.

Infants and toddlers are still learning how to express their feelings, communicate their needs, manage frustration, and interact with others. What adults see as misbehavior may actually be a child's attempt to communicate something they cannot yet express with words.

The key to managing challenging behaviors is not simply stopping the behavior. It is understanding why it is happening, responding appropriately, and creating an environment that supports positive behavior.

1. Understanding Why Infants and Toddlers Exhibit Challenging Behaviors

Before responding to a challenging behavior, teachers should consider what might be causing it.

Infants and toddlers may exhibit challenging behaviors because they are:

• Frustrated because they cannot communicate their needs

• Tired, hungry, uncomfortable, or overstimulated

• Seeking attention, reassurance, or connection

• Experiencing separation anxiety

• Learning to share space and materials with other children

• Struggling with transitions or changes in routines

• Exploring their environment and testing their developing abilities

• Experiencing sensory needs or developmental differences

For example, a toddler who hits another child when a toy is taken away may not understand how to say, "I'm still using that."

A child who throws toys may be experimenting with cause and effect rather than intentionally being disruptive.

The teacher's responsibility is to look beyond the behavior and identify the child's underlying need.

2. Biting in the Infant and Toddler Classroom: Why It Happens and What Teachers Can Do

Biting is one of the most concerning challenging behaviors in infant and toddler classrooms. It can be upsetting for the child who is bitten, the child who bites, teachers, and families.

However, biting is not unusual during infancy and toddlerhood.

Why Do Infants and Toddlers Bite?

Children may bite for several reasons:

• Teething or oral exploration: Infants and young toddlers explore objects and experiences through their mouths. Some bite to relieve gum discomfort.

• Frustration: A toddler who has limited language skills may bite when another child takes a toy or interferes with their play.

• Overstimulation: Crowded classrooms, loud environments, and too much activity can overwhelm young children.

• Difficulty communicating: Children who cannot express their feelings verbally may respond physically.

• Seeking a reaction: Some toddlers discover that biting produces an immediate response from adults and other children.

• Protecting personal space: A toddler may bite when another child gets too close or enters their play area.

How Should Teachers Respond When a Child Bites?

Step 1: Respond immediately and calmly.

Intervene to stop the biting and prevent further injury. Use a calm, firm statement such as:

"Biting hurts. I won't let you bite."

Avoid yelling, shaming, or labeling the child as a "biter."

Step 2: Attend to the child who was bitten.

Comfort the child, assess the injury, and provide appropriate first aid. Wash the wound with soap and water. If the skin is broken, follow your program's medical response procedures and seek medical guidance because human bites can become infected.

Step 3: Help the child learn an alternative behavior.

Depending on the child's developmental abilities, model simple words or gestures:

• "Stop."

• "Mine."

• "Help, please."

• "I need space."

Young toddlers may need repeated modeling and adult assistance before they can use these skills independently.

Step 4: Observe when biting occurs.

Document the circumstances surrounding each incident.

Ask yourself:

• Does biting happen during free play?

• Does it occur when children compete for toys?

• Is the child tired or hungry?

• Does biting happen in crowded learning areas?

• Does the child become overwhelmed during transitions?

Identifying patterns can help teachers develop an effective prevention plan.

Step 5: Make environmental changes.

Teachers can help reduce biting by:

• Providing duplicate popular toys

• Creating clearly defined play spaces

• Reducing crowding in learning centers

• Offering safe, age-appropriate teething materials when needed

• Maintaining predictable routines

• Positioning teachers near children who need additional support

• Providing opportunities for active movement and sensory exploration

Important: Never bite a child back, shame the child, or use harsh punishment. These responses do not teach appropriate behavior and may cause additional distress.

When biting is frequent, severe, or persistent, collaborate with the family and program leadership to develop an individualized support plan. Seek additional professional guidance when appropriate.

3. Hitting, Pushing, and Aggressive Behaviors

Toddlers are beginning to develop self-control, but they do not yet have the emotional regulation skills of older children.

A toddler who hits another child may be communicating frustration, excitement, or difficulty sharing materials.

Provider Actions

When hitting occurs, teachers should:

• Calmly intervene and protect the children.

• Use simple language: "I won't let you hit. Hitting hurts."

• Help the child identify feelings: "You are upset because you wanted the truck."

• Model gentle touches and appropriate ways to request toys.

• Acknowledge and encourage positive interactions.

Instead of repeatedly saying "Stop hitting," teach the child what to do instead.

For example:

"You can say, 'My turn,' or ask me for help."

Environmental Changes

Consider whether the classroom provides enough materials and space for children to play without constant conflict.

Provide duplicate toys, create smaller play groups, and arrange learning centers to prevent unnecessary crowding.

Teachers should remain close enough to anticipate conflicts and provide support before hitting occurs.

4. Tantrums and Difficulty With Transitions

Imagine a toddler happily building with blocks when the teacher suddenly announces that it is time to clean up.

The child begins screaming, crying, and throwing themselves onto the floor.

While this behavior may be disruptive, it is important to recognize that toddlers often struggle with transitions because they are still developing emotional regulation and flexibility.

Provider Actions

Teachers can help by:

• Giving advance notice before transitions

• Using familiar songs, pictures, or simple verbal cues

• Offering limited choices

• Acknowledging the child's feelings

• Remaining calm and allowing time for the child to adjust

For example:

"I see you're upset because you want to keep playing. It's time to go outside. Would you like to put away the blocks or the cars first?"

Environmental Changes

Classroom routines should be predictable and developmentally appropriate.

Avoid unnecessary transitions and long waiting periods. Prepare materials before moving children to the next activity.

When possible, allow children to finish an activity or save their work for later.

5. The Infant Who Cries Whenever They Are Put Down

Infants communicate primarily through crying, facial expressions, body movements, and sounds.

An infant who cries whenever a teacher puts them down may be seeking comfort, experiencing separation anxiety, or communicating a physical need.

Crying should not automatically be viewed as challenging behavior.

Provider Actions

Teachers should first assess whether the infant is hungry, tired, uncomfortable, ill, or in need of a diaper change.

Respond warmly and consistently. Offer comfort through holding, gentle talking, singing, and reassuring interactions.

Teachers can gradually support the infant's comfort with supervised floor play while remaining nearby and emotionally available.

Environmental Changes

Create a calm, comfortable play area where infants can see and hear familiar caregivers.

Provide developmentally appropriate toys, reduce excessive noise, and maintain consistent caregiving routines.

Whenever possible, use primary caregiving practices so infants develop trusting relationships with familiar adults.

Remember: Responding to an infant's need for comfort helps build security and trust.

6. Throwing Toys and Climbing on Furniture

Young children learn by exploring their surroundings.

Throwing objects helps children discover movement, distance, and cause and effect. Climbing helps develop balance, coordination, and physical confidence.

These behaviors become challenging when they create safety risks.

Provider Actions

Instead of focusing only on what children cannot do, show them appropriate alternatives.

For throwing:

"Blocks stay on the floor. You can throw this soft ball into the basket."

For climbing:

"Tables are for activities. Let's go to the climbing area."

Use calm, consistent guidance and redirect children toward safe opportunities to practice developing skills.

Environmental Changes

Provide safe opportunities for movement and exploration, including:

• Soft balls and appropriate throwing activities

• Low, developmentally appropriate climbing equipment

• Outdoor play opportunities

• Open floor space for active movement

• Clearly defined activity areas

When teachers understand children's developmental needs, they can design environments that reduce unsafe behavior without unnecessarily restricting exploration.

7. When Toddlers Constantly Say "No!"

The word "no" is often one of the first ways toddlers express independence.

A toddler who refuses to wash their hands, put away toys, or sit for a meal may be asserting control rather than intentionally defying the teacher.

P

rovider Actions

Offer simple, appropriate choices.

Instead of:

"Are you ready to wash your hands?"

Try:

"It's time to wash our hands. Would you like to use this sink or that sink?"

Both choices accomplish the necessary task while allowing the toddler some independence.

Avoid unnecessary power struggles. Use positive language and realistic expectations.

Environmental Changes

Create routines that encourage independence.

Provide child-sized furniture, accessible materials, picture schedules, and opportunities for toddlers to make decisions throughout the day.

When children experience appropriate control over their environment, they may be less likely to resist routine expectations.

8. The Role of Positive Behavior Support

Positive Behavior Support (PBS) focuses on understanding behavior, teaching appropriate skills, and creating supportive environments.

Rather than asking only, "How do I stop this behavior?" teachers should ask three important questions:

1. What is the child trying to communicate?

Consider what happened before the behavior and what the child may be experiencing.

2. What skill does the child need to learn?

Does the child need help communicating, waiting, managing frustration, or interacting with peers?

3. What can I change in the environment?

Would a different routine, additional materials, a quieter space, or closer adult support help prevent the behavior?

Positive behavior support is most effective when teachers use consistent, nurturing, developmentally appropriate practices.

9. Partnering With Families

Families are important partners in understanding and responding to challenging behaviors.

When discussing concerns with parents, teachers should communicate respectfully and focus on facts rather than labels.

Instead of saying:

"Your child is aggressive and keeps biting."

Try:

"We've noticed that Jayden has bitten during play when another child reaches for his toys. We're working on helping him communicate when he needs space, and we'd like to learn what strategies work well at home."

Teachers and families can work together to identify patterns, share successful strategies, and provide consistent support.

Confidentiality is also essential. When discussing biting or other incidents, protect the privacy of all children involved.

10. Creating a Classroom That Prevents Challenging Behaviors

One of the most effective approaches to challenging behavior is prevention.

Teachers should regularly evaluate whether their classroom environment meets the developmental needs of infants and toddlers.

Consider these questions:

• Are there enough toys and materials to reduce competition?

• Are classroom routines predictable?

• Do children have opportunities for movement and exploration?

• Are teachers actively supervising and engaging with children?

• Are learning areas organized to reduce crowding?

• Are expectations appropriate for the children's ages and abilities?

• Do teachers respond consistently and respectfully?

• Are children receiving positive attention throughout the day?

Sometimes the most effective behavior intervention is not changing the child. It is

changing the environment or the adult's response.

Final Thoughts: Behavior Is Communication

Challenging behaviors are part of the learning and development process for many infants and toddlers.

Biting, hitting, crying, tantrums, and resistance to transitions can be stressful, but they also provide opportunities for teachers to better understand children's needs and teach important social-emotional skills.

Effective infant and toddler teachers do more than manage behavior. They build relationships, create supportive environments, model appropriate interactions, and help children develop the skills they need to succeed.

The next time a child exhibits a challenging behavior, consider this question:

"What is this child trying to tell me, and how can I help?"

That simple shift in perspective can make a meaningful difference in the classroom.

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