Mathematics in Early Childhood Part 1 (Introduction of Big Ideas of Mathematics)

Mathematics in Early Childhood.

According to Howard Gardner, there are eight types of intelligence that people have, one of them being logical-mathematical, which involves reasoning, problem-solving, and understanding patterns (Cherry, 2026). All over the world, mathematics is one of the key domains in the preschool curriculum. In this series of 5 articles, the key Big Ideas of Mathematics will be introduced and elaborated.

Big Ideas of Mathematics

So what is a Big Idea? A Big Idea is used in early childhood years, and it must be about structural mathematical concepts and skills, align with children’s thinking, and enable learners to have foundations in future learning of mathematics (Brownell, Chen, Ginet, & Hynes-Berry, 2013). These are ideas that focus on the child, and never about what the school priorities are or what the teacher wants to teach. There are nine topics, namely: Sets, number sense, counting, number operations, pattern, measurement, data analysis, spatial relationships, and shape (Brownell, Chen, Ginet, & Hynes-Berry, 2013). Big Ideas are then derived from these topics.

Mathematics in Singapore preschools

In Singapore, preschools typically follow these key learning areas: “Aesthetics and Creative Expression”, “Discovery of the World”, “Health, Safety and Motor Skills Development”, “Language and Literacy”, and “Numeracy” (Ministry of Education, Singapore, 2022). Numeracy is a domain similar to mathematics, though it takes a more practical approach. Numeracy development guides children to learn and use numbers, learn the relationships between numbers, count, and understand patterns and shapes, to help them in their daily lives (Ministry of Education, Singapore, 2022).

Children's way of learning Mathematics

How do children learn Mathematics as they explore the world? Young children are naturally curious about the world around them, and mathematics is a tool they use to make sense of what they observe. Even without formal teaching, children learn math concepts as they engage with people and objects (Brownell, Chen, Ginet, & Hynes-Berry, 2013). It is a natural learning experience that is both a powerful and easy tool for teachers to use.

A constructivist approach is used in teaching mathematics, the child is regarded as someone who is actively curious to learn about the world and uses prior knowledge to understand concepts and also changes existing ideas to fit new ideas (Chaillé, 2021). Previously, the concept of assimilation and accommodation was covered; this shares some similarities. Imagine a child playing with water bottles of different heights and volumes. A taller bottle may not hold more water than a shorter bottle, and through this organic learning, the child achieves both assimilation and accommodation through play.

The teacher's role in teaching Mathematics

So what does the teacher’s role look like? The teacher is not using direct instruction to teach these mathematical concepts, but by providing a rich learning environment with mathematical materials, ensuring sufficient time for math games for children, and creating projects that encourage learning and application of math concepts (Chaillé, 2021). It is simply not enough to leave a child to explore without providing the necessary materials.

Teachers spend more time teaching literacy than mathematics, with some commenting that they are better at encouraging children to love reading more than math, and the purpose of Big Ideas is about helping children understand that while counting words in order is important, they must also understand amounts (Brownell, Chen, Ginet, & Hynes-Berry, 2013). Teachers should also reframe their mindset and understand that, though literacy is important, teaching children to problem-solve is also crucial. Teachers should understand that mathematics exists everywhere, especially in what interests children, while provoking and supporting children’s learning (Chaillé, 2021).

Mathematics has been proven to benefit our future, so every learner should be granted the same opportunity in education, and knowledgeable teachers have sufficient resources to grow themselves professionally, while providing a mathematically-rich environment (National Council of Teachers of Mathematics, 2000). In the articles that follow, the Big Ideas will be elaborated.

References

Brownell, J., Chen, J.-Q., Ginet, L., & Hynes-Berry, M. (2013). Big Ideas of Early Mathematics. US: Pearson Education.

Chaillé, C. (2021). ECE314 Facilitating children's mathematical thinking (study guide). Singapore: Singapore University of Social Sciences.

Cherry, K. (23 January, 2026). Gardner's Theory of Multiple Intelligences. Retrieved from Verywell Mind: https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161

Ministry of Education, Singapore. (2022). Nurturing early learners: A curriculum framework for preschool education in Singapore (NEL Framework 2022_v2). Retrieved from https://isomer-user-content.by.gov.sg/57/bcc520d5-5803-442d-ab8a-88998614e095/NEL%20Framework%202022_v2.pdf

National Council of Teachers of Mathematics. (2000). Executive Summary: Principles and Standards for School Mathematics. Retrieved from https://www.nctm.org/uploadedFiles/Standards_and_Positions/PSSM_ExecutiveSummary.pdf

 

Do follow me on my various social media platforms and check out my Etsy shop!

Etsy | TikTok | Facebook | Pinterest | YouTube | Linktree | Itch.io

Early Childhood Development: Physical, Cognitive & Socioemotional Growth

Children's Physical, Cognitive & Sociomotional Growth.

The early childhood years are defined as the ages up to 8, where important physical, cognitive, and socioemotional development happens, as a child’s brain is very malleable and responsive to changes through a relationship with genes, environment, and experiences (UNICEF, 2026). Thus, caregivers must be nurturing towards young children as their early years very much shape a child’s life, and in this article, the various areas of development will be understood.

Physical development of young children

Firstly, a child’s physical development will be discussed.

A child grows 2½ inches in height and 5 to 10 pounds in weight every year, while the frontal lobe of the brain grows the fastest, with gross and fine motor skills improving exponentially (Santrock, 2019). To empower children for lifetime success, they need rich early learning experiences, as they help to form new neural connections in the brain when adults are nurturing, and all areas of development are equally important, with changes in one domain affecting other areas, or even show the importance of each area, with an example of how learning to crawl enables a toddler to discover the world (NAEYC, 2026). Thus, parents or teachers should never regard academics as more important than physical or any other areas of development, as they all correlate and enhance each other.

Cognitive development of young children

Secondly, the child’s cognitive development is analysed.

At 2 years old, a child is in the ‘terrible twos’ stage, and at 3 the child is very energetic, then at 4 the child is curious and speaks a lot, and at 5 the child starts feeling responsible, which leads to at 6 the child enjoys learning from reading, storytelling, or from shows like cartoons (SingHealth Group, 2025). A young child has endless potential to learn from the environment.

Young children are in the preoperational stage, so they are unable to do operations, which are reversible mental actions, though they use symbols to understand the world, and they start to ask a lot of questions as they construct knowledge when they interact with people (Santrock, 2019). Children during this stage need more concrete materials as they are unable to imagine concepts in their brains, and they also need nurturing relationships with adults to grow and learn from.

Socioemotional development of young children

Thirdly, a child’s socioemotional development will be discussed.

Erikson explains that early childhood is when the child tries to mediate between initiative versus guilt, as children learn more about themselves in terms of body parts, material objects, and physical activities, and also a deeper understanding of emotions, and parents who are more nurturing will have children who can self-regulate better (Santrock, 2019). It can never be overstated that adults need to be caring towards children, so children never grow up feeling bad about themselves.

Play is crucial for development, in helping imagination, peer relationships, and developing language, motor skills, promotes problem-solving and creates emerging skills (NAEYC, 2026). Hence, play should never be a secondary activity but should be treated equally as important as academics or schoolwork.

Therefore, these areas of development have been discussed: Physical, cognitive, and socioemotional. A common thread that connects all of them is the role of the teacher or parent, whether it is in providing rich learning experiences or being a supportive figure, as they continue to grow and develop into their middle childhood years.

 

References

NAEYC. (2026). Principles of Child Development and Learning and Implications That Inform Practice. Retrieved from NAEYC: https://www.naeyc.org/resources/position-statements/dap/principles

Santrock, J. W. (2019). Life-Span Development: Seventeenth Edition. New York: McGraw-Hill Education.

SingHealth Group. (2025). Child Development Milestones: From Newborn to 6 Years Old. Retrieved from HealthXchange: https://www.healthxchange.sg/child-life-stages/child-development-milestones/child-development-milestones-newborn-six

UNICEF. (2026). Early childhood development. Retrieved from UNICEF: https://data.unicef.org/topic/early-childhood-development/overview/

Do follow me on my various social media platforms and check out my Etsy shop!

Etsy | TikTok | Facebook | Pinterest | YouTube | Linktree | Itch.io

Infant Development Explained: Physical, Cognitive & Socioemotional Milestones

Infants' physical, cognitive, and socioemotional milestones.

Approximately 370,000 babies are born in the world every day, with about 9,800 just from the United States (Bradley, 2025). Parents and teachers alike can attest to the rapid growth and development of infants into young children, and in this article, infants’ development will be analysed according to physical, cognitive, and socioemotional milestones.

Physical development of infants

Firstly, here is how an infant develops physically.

Infants’ heads are larger than their bodies, and they have necks too weak to hold up their heads, but within 12 months, they start to learn to sit, stand, stoop, climb, and even walk, and in the second year, growth will decelerate, but they start to run or climb (Santrock, 2019). During this crucial period, infants should be handled with extreme care. There have been cases where adults other than then mothers would shake the baby, leading to irreversible consequences to the infant’s development.

Infants sleep most of the time, can lie on their stomachs to raise their head and chest at 3 months, become more vocal and mobile at 6 months, can sit with proper balance at 9 months, and can walk with some help or by themselves at 12 months (SingHealth Group, 2025). Infants also develop with a cephalocaudal pattern, where growth starts from the top, the head, and slowly moves downwards, so the eyes and brain grow faster than the jaw, and growth does not occur in a smooth path, but it is episodic (Santrock, 2019). It is clear that within the span of a year, an infant grows very quickly, and so the legs are usually the last body parts to develop.

Cognitive development of infants

Secondly, the cognitive development of infants will be discussed.

Infants develop gross and fine motor skills along with their nervous systems, so they should have reflexes that may stay for life or disappear after a few months, and Piaget describes cognitive development where children construct their cognitive worlds using schemes to organise knowledge, which are mental representations of concepts, and infant development is balancing sensorial input with motoric activity (Santrock, 2019). When infants are 18 months old, they can stack blocks to form towers (SingHealth Group, 2025). Motor skills develop together with infants’ cognitive abilities, so adults should provide rich learning resources that promote the usage of fine and gross motor skills.

Socioemotional development of infants

Thirdly, infants also have socioemotional development.

Infants use emotions as their first form of communication as they form bonds with their parents, with crying being the most important characteristic, to communicate anger, pain, or basic needs, and experts agree that within the first year, an adult should respond immediately whenever an infant cries, as they are in Erikson’s first stage of trust versus mistrust (Santrock, 2019). Thus, it is pertinent that an infant receives nurture and care during this crucial period, as they develop attachment and learn to have trust in adults, which will help their psychosocial development in early childhood.

Therefore, these are the milestones that an infant should reach at certain points in their development. Fortunately, in our modern age, there are medical professionals available to diagnose and treat any conditions should an infant fail to reach certain milestones. Moreover, in Singapore, every infant born will receive a health booklet that contains essential information and keeps track of every stage of development, including height, weight, developmental milestones, and immunisation records (Ministry of Health Singapore, 2026).

 

References

Bradley, S. (29 September, 2025). How Many Babies Are Born a Day? The Bump. Retrieved from https://www.thebump.com/a/how-many-babies-are-born-a-day

Ministry of Health Singapore. (2026). Child Health Booklet. Retrieved from Health Hub: https://www.healthhub.sg/programmes/parent-hub/child-health-booklet

Santrock, J. W. (2019). Life-Span Development: Seventeenth Edition. New York: McGraw-Hill Education.

SingHealth Group. (2025). Child Development Milestones: From Newborn to 6 Years Old. Retrieved from HealthXchange: https://www.healthxchange.sg/child-life-stages/child-development-milestones/child-development-milestones-newborn-six

 

Do follow me on my various social media platforms and check out my Etsy shop!

Etsy | TikTok | Facebook | Pinterest | YouTube | Linktree | Itch.io

Punishment vs Discipline: What Actually Works

Punishment vs Discipline.

Behaviour guidance isn’t about control; it is about connection and skill-building.

What is discipline?

Parents struggle with being too firm or too lenient on their children, or that the children refuse to listen, but discipline is not behavioural correction but guiding the child to understand how to manoeuvre in the world with the right values, and it fosters mutual respect between child and parent while allowing children to have intrinsic motivation to do right, with problem-solving skills and a sense of security (W, 2025). After disciplining a child, the parent and child should grow closer together while the child gains new skills.

Rewards and punishment?

Rewards and punishment are traditional methods of teaching that are deeply ingrained in society’s collective mindset, but children need discipline instead for guidance and direction, as punishment causes children to remember the consequences more than their actions, leading to lies, and if children feel they are bad, then the more they will do bad things (Taprell, 2020). Children can become resentful of adults or ashamed of their actions, which will not produce desirable behaviour. A child should be allowed to feel confident and safe, and not be afraid of punishment for wrong behaviour.

The role of punishment is to decrease behaviour, whereby positive punishment is to give an adverse consequence, and negative punishment is to take away something good (Tan Meng Yin, 2020). Two examples would be removing a child’s play time because he hit his brother, or scolding the child for touching a hot oven. Sometimes, due to safety concerns, a punishment can be necessary, but it is not a long-term solution compared to discipline.

The role of adults

Discipline is about adults understanding children, offering logical consequences to teach children about responsibility, and fostering parent-child relationships (Taprell, 2020). Adults are crucial in guiding children correctly, while teaching responsibility along with the skills. Children can also learn from their actions about what consequences can occur. If a child were to damage a toy due to anger, the consequence is that the toy must be thrown away or repaired.

Positive expectations

By having positive expectations from the start, teachers can empower children to have skills to prevent behavioural or school troubles, as children do not lack motivation but skills for success, and also external rewards like token systems may not work because intrinsic motivation for success can decrease or cause children to learn that if they do not do well, it means they are not trying (Parrish, 2025). Teachers may tend to fall into a spiral of negativity due to past experiences, but they should always think of the best in children. Also, while there is nothing fundamentally wrong with reward charts, the main focus should always be on helping children to be self-motivated when doing good.

Therefore, these are the solutions for guiding children’s behaviour. Teachers can be more empathetic and understanding, to understand their issues, offer a listening ear to their troubles, and work together with them to create solutions (Parrish, 2025).

 

References

Parrish, N. (21 August, 2025). A Collaborative Approach to Skill Building Helps Address Challenging Behavior. Edutopia. Retrieved from https://www.edutopia.org/article/addressing-challenging-behavior-school-skill-building/

Tan Meng Yin, E. (2020). SPE105 Management of behaviour in special education (study guide). Singapore: Singapore University of Social Sciences.

Taprell, K. (13 August, 2020). Why Punishment Doesn't Work and What Does. The Therapist Parent. Retrieved from https://www.thetherapistparent.com/post/why-punishment-doesn-t-work-and-what-does

W, L. (28 April, 2025). What Effective Discipline Really Looks Like: What If Discipline Wasn’t About Control But Connection. Utah State University. Retrieved from https://extension.usu.edu/strongermarriage/blog/discipline-strategies-that-work-how-to-build-respect-responsibility-and-resilience-in-your-child

Do follow me on my various social media platforms and check out my Etsy shop!

Etsy | TikTok | Facebook | Pinterest | YouTube | Linktree | Itch.io

Preventing Behaviour Problems Before They Start

Preventing Behaviour Problems Before They Start.

Many behavioural issues can be resolved even before they start, and that comes from an understanding of child development. Teachers and parents can implement these strategies to help manage their children’s behaviour. In this article, the following effective methods will be described: setting up the physical environment, maintaining a consistent routine, setting clear expectations, and guiding children through transitions.  

Shaping the classroom environment

Firstly, challenging behaviour can be managed by changing the classroom environment, and because open spaces encourage children to run so furniture can be used to break up space while still being functional, or work spaces can be adjusted so children’s backs are facing the wall to allow for teacher facilitation, and lastly allow for independence by having schedules and other work materials in the work space (Autism Classroom Resources, 2026). The Reggio Emilia approach believes that the learning environment is the third teacher, and thus, teachers can save much time and effort just by spending some thought into their classrooms.

Have a consistent classroom routine

Secondly, routines are also vital to classroom management, as it helps children feel safe and confident to learn, for them to understand consistency in the daily schedule, which helps in emotional regulation, independence, and task concentration, while reducing negative behaviour (Leapfrogs, 2025). Children need to know what to expect after every activity in school. Teachers and adults should never make random changes throughout the day to confuse them, though if changes are needed, always communicate with the children. This applies not just to special needs but to every child.

Set clear expectations

Thirdly, when adults have clear expectations, children can avoid confusion and anxiety, so they know about the boundaries, and adults can do so by being specific, using positive language, staying consistent with consequences, allowing the child to set expectations, segmenting the task, and using lists or charts (Dynamics Therapy Group, 2024). If something is not allowed, it should not be allowed, regardless of the situation. However, phrase expectations with a positive tone, such as saying, “We love our teachers and friends, so we will use kind language to each other.”

Guiding children with transitions

Fourthly, children struggle with transitions, especially when everything is new, be it the environment or routines, so transitions may become triggers for negative reactions, because children lack the understanding of time and thus will need predictability to guide them, and teachers can use auditory stimuli like a bell or visual schedule, and even fun activities like singing songs to ease children through every activity of the day (Brightwheel, 2025). Even adults sometimes struggle with going from one activity to another, so children should be given the time and space to understand and not be rushed through everything.

Therefore, these are the strategies to help guide children’s behaviour. Above all, consistency is key to guiding children’s behaviour and with nurturing adults in the learning environment, the likelihood of negative behaviours occurring should be kept at a minimum.

Grab my Digital Download for classroom setup in my Etsy Shop!

References

Autism Classroom Resources. (2026). 3 Ways to Adjust the Physical Space to Prevent Challenging Behavior. Retrieved from Autism Classroom Resources: https://autismclassroomresources.com/3-ways-to-adjust-physical-space-to/

Brightwheel. (31 March, 2025). 7 Fun and Engaging Transition Activities for Preschoolers. Brightwheel. Retrieved from https://mybrightwheel.com/blog/7-fun-and-engaging-transition-activities-for-preschoolers

Dynamics Therapy Group. (September, 2024). The Power of Clear Expectations in Parenting. Dynamics Therapy Group. Retrieved from https://www.dynamics.com.sg/edm/newsletter/2024/sep/index.html

Leapfrogs. (2025). How to Help Your Children Thrive by Establishing a Predictable Routine? Retrieved from Leapfrogs: https://www.leap-frogs.com/how-to-help-your-children-thrive-by-establishing-a-predictable-routine/

 

Do follow me on my various social media platforms and check out my Etsy shop!

Etsy | TikTok | Facebook | Pinterest | YouTube | Linktree | Itch.io

What to Say (and Not Say) During Challenging Behaviour

Positive and negative reinforcement.

Sometimes it is not what an adult says but how they say something that matters. The more an adult wants to stop a child’s tantrum, the more the tantrum could escalate even further, and so it is important to understand what not to do (Hershberg, 2024).

Firstly, here are the things adults should do when faced with a child having the biggest tantrum, namely, positive language and positive reinforcement.

Use positive language

Positive language is a great discipline strategy, and adults showcase warmth and care towards students when they use it directly, allowing children to learn actively and stay engaged, while also communicating rules and boundaries clearly, and reinforcing existing positive behaviours (Responsive Classroom, 2024). A parent can commend on a child being neat or doing his homework promptly without reminders. This can reinforce a desirable behaviour.

Use positive reinforcement

Reinforcement is about reinforcing a behaviour through giving or removing something, so positive reinforcement is to add rewards or praise to encourage a child to repeat a desired behaviour, and teachers should focus on the positive to motivate children, so they know that doing well is rewarding, rather than knowing the negative effects of misbehaviour (Martella, Nelson, Marchand-Martella, & O'Reilly, 2012). What someone focuses on will indeed grow, so rather than feel frustrated over the negative behaviour, it is better and easier to celebrate the positive.

Praise is a common positive reinforcement technique, and it can increase a child’s intrinsic motivation, helping the child to gain a sense of competence (Sutherland, Wehby, & Copeland, 2016). Praise has to be specific, helping the child to understand exactly what he or she is being praised for.

Secondly, here are the things adults should never do, namely, focusing only on the negative and undermining a child.

Never focus on the negative

When teachers focus only on negative behaviours, they reinforce such disruptive behaviours (Mundschenk, Miner, & Nastally, 2011). In every school, there is a teacher who seems to be angry or fierce all the time, and these teachers are both feared and revered by adults and children alike. However, how often do their techniques work? To children, bad attention is better than no attention, and thus, even if they can behave at their best when disciplinary teachers are around, difficult children quickly go back to their normal states when they are gone.

Never undermine a child

It is easy to undermine a child’s reactions to trivialise their emotions, but adults should respond to tantrums seriously and honestly to teach them that even difficult emotions are part of life and learn to cope with them (Hershberg, 2024). Adults have countless years of experience, and just like how it is unreasonable to expect a newbie at the job to learn everything quickly, children need the time to grow and develop, to understand themselves and others.

Therefore, whether it is teachers or parents, the spiral towards deep resentment and disappointment is easy to fall into when it comes to taking care of young children. Sometimes it is better to take a step back, try to see the child’s positive side and emphasise it through positive reinforcement, understand the child is still learning, and will someday display the appropriate behaviour with the proper guidance.

References

Hershberg, R. S. (15 August, 2024). What NOT to Do When Your Child Is Having a Tantrum: Tips on responding to difficult toddler behavior. Retrieved from Child Mind Institute: https://childmind.org/article/what-not-to-do-when-your-child-is-having-a-tantrum/

Martella, R. C., Nelson, J. R., Marchand-Martella, N. E., & O'Reilly, M. (2012). Comprehensive behavior management: Individualized, classroom, and schoolwide approaches. Los Angeles: Sage.

Mundschenk, N. A., Miner, C. A., & Nastally, B. L. (2011). Effective Classroom Management: An Air Traffic Control Analogy. Intervention in School and Clinic, 47(2), 98-103. doi:https://doi.org/10.1177/1053451211414190

Responsive Classroom. (9 October, 2024). Want Positive Behavior? Use Positive Language. Retrieved from Responsive Classroom: https://www.responsiveclassroom.org/want-positive-behavior-use-positive-language/

Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (13 September, 2016). Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD. Journal of Emotional and Behavioral Disorders, 8(1), 2-8. doi:https://doi.org/10.1177/106342660000800101

 

Do follow me on my various social media platforms and check out my Etsy shop!

Etsy | TikTok | Facebook | Pinterest | YouTube | Linktree | Itch.io

The Brain Behind Big Emotions

The Brain Behind Big Emotions.

What happens when a child is having a tantrum? An adult’s actions could determine whether the child goes back to normal or continues making a fuss in public.

They need you

Children and toddlers are not yet able to self-regulate, and so adults need to be present to guide them, because the skill to calm themselves down only starts after three years old (Briggs, 2024). It is common for adults to feel frustrated when a child does not understand what they should be doing. But, children are still developing and thus adults need to be realistic about what they can or cannot do at the moment.

You are the role model

Adults need to have the skill to self-regulate and be a role model so they can guide a child, so when a child displays tantrums, adults stay calm and use techniques such as setting proper expectations, understanding the child’s emotions, speaking less, teaching self-soothing, or even having a break (Briggs, 2024). During a child’s tantrums, it is tempting to reason about what he or she should or should not be doing. But this can cause the child not to learn how to self-regulate.

When the tantrum stops, reasoning starts

The Arc of the Tantrum states five zones that a child goes through during a tantrum: Normal, escalation, dysregulation zone, calming down, and back to normal (Parenthood Understood, 2026). This is a useful tool for teachers and parents to understand how to guide a child’s behaviour. Sometimes the best method is to give the child some space when the child is triggered.

The brain's primal response

A trigger typically leads a child from normal to escalation, which starts the tantrum and when the tantrum reaches the peak, it is called the dysregulation zone, and the child’s brain enters a “flight-fight-freeze” state, though they will naturally calm down on their own and finally be back to normal (Parenthood Understood, 2026). When a human feels that they are in danger, the brain gives an automatic and primal response, be it to fight, flee, or freeze, because the brain wants to protect them, though this may be an overreaction because not every threat is life-threatening (Baker, 2008). It is therefore important that adults understand that the child needs help. Allow the child to calm down and reach a normal state, because the tantrum could escalate again, then talk to him or her to guide their behaviour.

Consistency is key

A great parenting tip is for parents to always begin with consistent rules and consequences, as children need structure to manage their behaviour, and rules can set boundaries, while consequences offer rewards and punishments for the rules (Baker, 2008). If a mother shows that rules can be broken simply because she is tired or wants to be nice, a child will get confused as to the correct behaviour. If a behaviour is unacceptable, it is unacceptable regardless of the situation.

Focus on the child

But there are times when rewards and punishments fail to work with a rowdy child, and sometimes adults need to let go of the concept of whether the behaviour is intentional and instead focus on changing the triggers or guide the child to deal with the triggers (Baker, 2008). If the child refuses to do his homework, try to understand why. Did the child get laughed at in school? Or does the child feel inadequate in dealing with failure? If so, comfort him or her and do not scold for not doing the task.

Therefore, as teachers or parents, they have to be calm and capable of self-regulation. Take the time to understand the child’s behaviour and give space for the child to calm down before using reason. The child is still learning about self-regulation and may not be intentional with the “bad behaviour”. Lastly, adults should always ensure their rules are consistent.

References

Baker, J. (2008). No more meltdowns: Positive strategies for dealing with and preventing out-of-control behavior. United States of America: Future Horizons.

Briggs, R. D. (15 July, 2024). Adult Coregulation Leads to Child Self-Regulation. Psychology Today. Retrieved from https://www.psychologytoday.com/sg/blog/on-babies/202407/adult-coregulation-leads-to-child-self-regulation

Parenthood Understood. (2026). The Arc of the Tantrum – Resources. Parenthood Understood. Retrieved from https://parenthoodunderstood.com/blog/2018/09/17/the-arc-of-the-tantrum-resources/

Do follow me on my various social media platforms and check out my Etsy shop!

Etsy | TikTok | Facebook | Pinterest | YouTube | Linktree | Itch.io