Why Behaviour Tools Sometimes Don’t Work—And What to Do Instead

Sometimes behaviour strategies feel ineffective—not because the tools are wrong, but because they were chosen without first understanding the why behind a child’s behaviour.

When we shift our mindset and start with a reflective lens—like the sensory lens—our strategies become clearer, more intentional, and far more supportive for both children and educators.

For example....a child keeps pushing peers during group time.

THE REACTION CYCLE

THE REFLECTIVE PATH

versus

Children are giving you a hard time

Children are having a hard time

MINDSET

Behaviour is seen as defiance or disobedience

Generic strategy (e.g., reward chart, time-out, or even well-meant redirection)

Short-term compliance, but ongoing frustration, repeated behaviours, and second-guessing

View and analyze behaviour through the sensory lens

Sensory accommodation plan, environmental adaptation, visual support

Connection, clarity, and strategies that support the child and the educator

LENS

TOOL

OUTCOME

Without the sensory lens: Seen as aggression → sent for a break (aka...time out)

With the sensory lens: Identified as sensory-seeking → provided with movement input before group → more success staying regulated

BEHAVIOURS CAN BE FIGURED OUT

THEY ARE SO CHALLENGING BECAUSE THE REASON A CHILD IS EXHIBITING THEM ARE JUST AS UNIQUE AS THE CHILD

When you start to see behaviour through the sensory lens, things begin to make more sense.
You realize it’s not about control—it’s about connection.

That’s exactly what we explore in the Supporting Sensory Needs workshop.

TOOLS YOU CAN USE DIRECTLY IN YOUR PRACTICE

SENSORY ACCOMMODATION WORKBOOK

Equip yourself with a practical Sensory Accommodation Workbook that provides tools and guidance to observe, plan, and create sensory-friendly environments. Designed to help you meet each child’s unique needs, this workbook empowers you to confidently support sensory processing in your early years practice.

I really enjoyed was your resources such as the Early learning environment sensory friendly spaces page of things to consider, your sensory accommodation plan, as well as your 'I need" visual. I think these are all great resources that I will be implementing into my practice. Thank you for this wonderful and insightful learning opportunity. 

Before taking this workshop, I thought sensory meant a sensory table. Now I understand it’s about setting up the environment to meet a child’s regulation needs—like quiet spaces, jumping opportunities, or reducing overstimulation. I really wish I knew then what I know now.

There is a child in our room who is constantly spinning. I set up a safe area just for him, and now he’s ready to move on after a bit of spin time. He likes having his own special spot when he feels overwhelmed. I appreciated all the practical tips like setting up a space that meets the child’s needs.

The simple act of learning about each sensory way of learning was extremely helpful. I was able to see some of these sensory needs in a few of my current children. I’m now asking, how can I set up my environment for each child's needs while supporting the group?

HEAR FROM YOUR FELLOW EDUCATORS