Positive Behaviour Support For Young Children: What It is and How It Can Help

Big feelings and challenging moments are a normal part of childhood. Young children are still learning how to communicate what they need, manage emotions, cope with change and participate in the world around them.

Sometimes, however, behaviours can become frequent, intense or begin to affect a child’s participation in everyday life

Positive Behaviour Support (PBS) is an evidence-informed approach that seeks to understand why a behaviour is happening and what a child may be communicating through their behaviour. Rather than focusing on punishment or simply stopping a behaviour, PBS looks at the child's needs, environment and skills and identifies practical ways to support them.

For young children, this might mean supporting communication, emotional regulation, transitions, participation in routines or behaviours of concern at home, preschool or in the community.

Why Is Positive Behaviour Support Important in Early Childhood?

The early years are a time of enormous development. Children are learning how to communicate, play, interact with others, manage emotions and become increasingly independent. For some children, including children with developmental differences, communication differences or additional support needs, everyday situations can be more difficult to navigate.

A child may find it hard to tell an adult that a room is too noisy, that they do not understand what is expected, that they need a break or that they are frustrated. Instead, we might see this communicated through behaviour.

Positive Behaviour Support helps adults move away from asking:

“How do we stop this behaviour?”

and towards asking:

“What is happening for this child, and what support might they need?”

Starting early gives children opportunities to develop new skills while helping the adults around them create environments where they can participate, connect and thrive.

Core Principles of PBS in Early Childhood

Prevention Before Reaction

PBS encourages us to adjust the environment, routines, or expectations to reduce the likelihood of challenges. In early learning, this might look like:

• Visual schedules to build predictability

• Defined play areas to limit overstimulation

• Offering choices to increase control

Behaviour is Communication
All behaviour has meaning. It may be a child’s way of saying “I need help,” “I feel overwhelmed,” or “I don’t understand.” PBS encourages us to look beneath the behaviour and ask: What is this child trying to tell us?

Teach New Skills, Don’t Punish
PBS focuses on teaching alternative ways to communicate or cope. If a child throws toys to get a turn, we model and practise asking, waiting, or sharing. Each moment becomes an opportunity to support growth.

Work Together with Families
PBS works best when educators and families are on the same page. Consistent strategies across home and early learning settings help children feel secure and supported.

Practical PBS Strategies for Early Learners

PBS strategies can be simple and effective. Here are a few examples:

• Visual supports such as picture routines, instructions, and social stories

• First-Then boards to support transitions (e.g. “First pack away, then outside play”)

• Positive reinforcement such as “I love how you used your words to ask for help”

• Modelling and prompting through role play, songs, or games

• Calm corners with sensory tools or soft items that children can choose to use as needed. These spaces are for regulation, not time out.

Big feelings are a normal part of early development. These tools help children feel safe and understood as they learn new skills.

A Real Life Example: Mia’s Story

Mia, a three-year-old in a community preschool, was often hitting during group time. Her teacher took a PBS approach, observing what was happening. They found Mia was overwhelmed by the noise and close proximity during circle time.

Instead of punishing the behaviour, the team made small adjustments. Mia was given a quieter space and a fidget toy. She later learned to ask for space and use calming strategies. Her behaviour changed, not through consequences, but with understanding and support.

Frequently Asked Questions About Positive Behaviour Support

What is Positive Behaviour Support for children?

Positive Behaviour Support is an approach that seeks to understand why behaviour is occurring and what a child may be communicating or trying to achieve. It focuses on proactive strategies, environmental changes and teaching new skills rather than relying on punishment.

What age can Positive Behaviour Support start?

Positive Behaviour Support principles can be used from the early years. Strategies should be developmentally appropriate and tailored to the individual child, their family and the environments they participate in.

Is Positive Behaviour Support only for autistic children?

No. Positive Behaviour Support can be used with children with a range of developmental and support needs. Whether it is appropriate depends on the individual child and the reason support is being sought, rather than a particular diagnosis.

Can Positive Behaviour Support help at preschool or childcare?

Yes. Understanding what happens in a child’s everyday environments can be an important part of behaviour support. Collaboration between families, behaviour practitioners and educators can help strategies become part of the child’s usual routines.

How can parents use Positive Behaviour Support at home?

Positive Behaviour Support at home might involve making routines more predictable, identifying common triggers, changing environmental demands, supporting communication and teaching children alternative ways to ask for help, a break or something they need.

Helping Young Children Feel Understood, Safe and Supported

Positive Behaviour Support in early childhood is about much more than changing behaviour.

It is about understanding the child behind the behaviour.

When we approach behaviour with curiosity, consider the environment and teach children skills that help them communicate and participate, we create opportunities for children to feel understood, connected and successful.

Sometimes, it is not the child who needs to adapt. It is the environment, expectations or support around them that needs to change.

Looking for Behaviour Support for Your Child?

If behaviours are making everyday routines, preschool, relationships or community participation more difficult for your child or family, you do not need to work out which support is appropriate on your own.

At Moving Mountains Village, our paediatric team provides Behaviour Support and Occupational Therapy for children and families. We work collaboratively with families to understand what may be happening beneath behaviour and identify practical, individualised strategies that support participation, regulation and connection. You can find out more about our approach here.

We support families from our clinics in Sans Souci and Hillsdale, as well as in community settings across the St George, Georges River and Sutherland Shire areas of Sydney.

If you are unsure whether Behaviour Support, Occupational Therapy or another support pathway may be the best fit for your child, contact the Moving Mountains Village team online or call us on 02 8541 1416. We can learn more about what you are noticing and help guide you towards an appropriate next step.

What Are Behaviours of Concern?

You may have heard the term “behaviours of concern” used in disability support settings, but it’s often misunderstood. Within the NDIS (National Disability Insurance Scheme) and by the NDIA (National Disability Insurance Agency), this term describes behaviours that impact a person’s safety, wellbeing, or participation and also affect those around them.

What Is a Behaviour of Concern?

According to the NDIS, a behaviour of concern is any behaviour that:

• Places the person or others at risk of harm

• Significantly reduces the person’s quality of life

• Limits their participation in everyday activities or ability to access the community

It is important to highlight that this definition does not include behaviours that are simply different from social norms, particularly in neurodiverse individuals. A behaviour is not considered of concern unless it compromises safety, participation, or quality of life.

In neurodiversity affirming practice, we recognise that behaviours which may seem unusual or unexpected are often meaningful, purposeful, and part of how a person experiences or interacts with the world.

What Might These Behaviours Look Like?

Examples of behaviours of concern include:

• Aggression towards others (for example hitting or kicking)

• Self-injury (such as head banging or biting oneself)

• Damaging property

• Running away or absconding

• Repetitive yelling or screaming

• Refusal to follow instructions where safety is at risk

These behaviours are not about being “bad” or “naughty.” They are often a person’s way of communicating distress, sensory overload, pain, or a need that is not being met. When we reframe them as communication, we open up opportunities for more compassionate and effective support.

Why Language and Approach Matter

The term “behaviour of concern” is intentionally used to shift the conversation away from blame or labels and toward understanding. It helps teams, families, and professionals ask: What is this behaviour trying to tell us? What is going on for this person?

The NDIS encourages a Positive Behaviour Support (PBS) framework. This evidence-based approach focuses on:

• Understanding the function or purpose of the behaviour

• Creating strategies that are person centred and respectful

• Reducing behaviours by addressing the underlying cause

• Teaching new skills to improve the person’s quality of life

Reframing Behaviour

When a behaviour is of concern, it is a signal that something is not working well for the person. Rather than reacting with punishment or disapproval, we aim to respond with curiosity, empathy, and support.

With the right strategies, respectful collaboration, and a focus on strengths, individuals can be supported to thrive in safe, inclusive environments.

If you’re supporting someone with behaviours of concern and want to better understand their needs, our team is here to help. Get in touch to learn more about how we can work together.

This post is for informational purposes and should not replace indivdualised assessment or advice. If you are concerned about behaviours in a child, please reach out to a qualified allied health professional.