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Verbal Communication is the Best Strategy for Behavior Management in an Early Childhood Classroom

Verbal Communication is the Best Strategy for Behavior Management in an Early Childhood Classroom


Early childhood normally is the range of 0 to 8 years. This means that an early childhood classroom will deal with the early years of a life of a child. Consequently, whatever the teacher or the care giver does is not only crucial for the health of the child but also physical development and social-emotional development. The behavior of the child has to be monitored closely and thoroughly throughout this stage. And in doing so, the teacher or care giver has to choose the best and the most effective strategy for behavior management in an early childhood classroom (Henninger, 2009). Therefore, I support the position that verbal communication is the best strategy for behavior management in an early childhood classroom.

During early age, the child has little or no experience at all. A caregiver must therefore be in a position to note and interpret whatever the child is doing or trying to say. In response the caregiver is supposed to equally come up with the best strategy. And in these circumstances, oral communication tends to be the most effective one. In this regard there are certain explanations and reasons as to why verbal communication is the best strategy for behavior management in an early childhood classroom (Rodgers, 2012).

One of the reasons is that at such an early stage, the child does not have practical experience. When it is born, and during its early life the child cannot understand whatever people are doing but can only hear what they are saying. As it continues to grow, the child starts repeating what he or she has been hearing a proof that it has gained from verbal communication. The care giver will therefore have to develop a similar strategy so as to deliver the right message and convey it to the child. Without this, there will be no connection at all between the care giver and the child. For example when a child says something, the caregiver, will have to respond in a similar manner while also making a certain body language such as a smile in order to connect correctly with the child. Through this way, the child will learn to communicate his experience verbally and equally interpret what others are saying. The best communication strategy will therefore be critical on the part of the care giver since it plays an important role in establishing a relationship between him or her and the child (Hubley, 20003).

Another reason as to why verbal communication is the best strategy for behavior management in an early childhood classroom is that it comes out naturally. A child tends to cry or laugh at something that she or he may be interested in. it is important to note that these are also modes of verbal communication. Actually, for a child, laughing and crying are oral and the first class communication modes. For example, a child may cry abruptly out loudly. By doing this it will have communicated to the care giver who in turn ought to interpret the message it is conveying. This may be due to some pain, hunger or discomfort. It will be the responsibility of the caregiver to discern and act appropriately. Once the correct has been undertaken, the child may get calm or even at times starts smiling. This way, the caregiver also knows that the correct measure has been undertaken, which strengthens the bond between him or her and the child (Miller, 2007).

Verbal communication tends to form the basis of expression of emotions by a child. A child will only be able to express his or her emotions through verbal expressions. For example, when a child is hungry he will tend to cry. Similarly, when a child is angry he or she tends to cry. It is the easiest mode of communication from the child. Equally, for one to ensure easiest understanding by the child a similar route has to be employed. This explains why a caregiver should not be too stern in as far as the use of language is concerned when communicating with a child. Rather, use of positive directions seems to work best. Therefore, a care giver should focus more on telling the child what to do rather than what not to do. Children tend to mostly comply with what clearly directed to them in as far as their behavior is concerned. For example when a caregiver says, “Peter, remove that pen out of your mouth”, rather than, “Peter don’t chew that pen”, the child explicitly knows what you what him or her to do and this makes it easier for him or her to obey (Miller, 2007).

In as far as the behaviour of the child is concerned; the words used by a teacher or the care giver greatly influence the behaviour of young children. It acts as a guide to a child. This in turn means that the care giver has to pay much attention in as far as listening to the child is concerned (William, 2007). Whenever a caregiver becomes a good listener to the child, a good and effective communication process is developed. The caregiver is therefore required to be open to the child so that he or she is able to approach the care giver. This way, the caregiver will also be in a position to listen carefully and understand the child (Davis, 2007). Afterwards, the care giver repeats what he or she has heard the child say but in his own words. This will give the child a wider understanding scope or boundaries. For example in case a child gets angry and tells the care giver, in response she or he may say this; “Mark you seem to be angry because Peter took your pen”. This way the care giver will have helped the child understand his feelings and that the care giver is there to offer help and help them react to their feelings in the most suitable manner (Reynolds, 2008).

Verbal communication becomes more effective when some form of guidance is employed such as redirection. This is because it becomes a way of ensuring that a child is distracted from doing something wrong to a doing something better. The care giver may tell this to Peter who likes writing and does not have a pen; “Peter, let us get a pen for you from my locker and give Mark his pen back”. This works better on younger children while on older children the care giver may verbally tell the child what to do. For example the care giver may tell Peter; “Peter, you will need to get your own pen from the teacher’s locker and give back Mark his pen.” By employing this method, the child eventually gets to know what to do and what not to do (Marion, 2007).

Another explanation as to why verbal communication is the best strategy for behavior management in an early childhood classroom is that a caregiver is able to make choices to children whenever they are available. By providing choices to a child, then they are able to make decisions on their own in future and hence get independent (Marion, 2010). Giving choices whenever they are available strengthens verbal communication between the child and the care giver. For example, a caregiver may tell this to Peter; “Peter, would you like to use Mark’s pen since he is not using it right now, or you prefer me giving you one?” By doing this, the caregiver has given a choice and in future he will be in a position to make a decision. The most likely decision will be to ask Mark if he is done using his pen then borrow him, or borrow one from the teacher (Hearron & Hildebrand, 2005).


There is significant evidence to indicate that verbal communication is very effective in managing behavior during early childhood. In order to ensure that verbal communication is initiated and correctly employed to manage the behavior of children, there should be various ways through which it can be more effective. An important factor to note is that the care giver should try and get at the same level as the child so that they are able to communicate directly with a better eye contact. The care giver should also speak quietly so as not to scare the child. Similarly when giving directions the caregiver should ensure that they are at the particular place he or she wants the child to do something for easier understanding by the child. The caregiver should explain to the reason as to why he or she wants the thing done there.


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