Positive Behaviour Support in Early Childhood: Starting Strong

Positive Behaviour Support (PBS) isn’t just for schools or adult services. It can begin in the early years, where it makes a lasting impact. Early childhood is a critical time for developing social, emotional, and behavioural skills. By embedding PBS strategies in preschool and early intervention settings, we support children in the moment and build strong foundations for learning and wellbeing.

Why Start PBS Early?

Preschool years are full of growth, exploration, and big feelings. For some children, especially those with developmental delays or additional support needs, communication or sensory differences can lead to behaviours that are misunderstood.

PBS in early childhood focuses on understanding these behaviours and using proactive strategies to support children to build new skills. Early intervention with PBS can reduce the need for more intensive support later, while improving outcomes in school readiness, relationships, and regulation.

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, 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.

A Foundation for Life

PBS in early childhood is about more than behaviour. It is about helping children feel seen, supported, and safe. When we approach behaviour with curiosity and care, we create environments where every child can learn and thrive.

Sometimes, it’s not the child who needs to adapt. It’s the environment that needs to shift to meet the child’s needs. Starting early with PBS gives children the tools to grow with confidence and connection.

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.