Why do children behave the way they do? And why do teachers respond to children’s behavior the way they do? And what can you do to support all of them?

There is no single script or one right answer. But with the realistic and practical strategies in this book, directors and administrators of early childhood programs and principles of schools can develop the skills to build a team that works together to support all children and staff. Topics include

• Defining your role as a leader and creating a positive social climate
• Recognizing the messages children are communicating with their behavior
• Examining the effects of your own and teachers’ biases and expectations on behavior
• Guiding teachers to develop strategies for preventing and responding effectively to challenging behavior, focusing on building relationships
• Collaborating with families
• Understanding the effects of trauma on behavior and implementing trauma-informed practices

Your support and guidance can make all the difference in the ability of teachers, children, families, and the program itself to flourish.

Barbara Kaiser's profile page

Judy Sklar Rasminsky is an award-winning freelance writer and editor, who has coauthored several textbooks and trade titles. Her work has appeared in Reader’s Digest and the Los Angeles Times, amongst other magazines and newspapers. She has a B.A. in English from Stanford University and an M.A. in English and Comparative Literature from Columbia University.

Judy Sklar Rasminsky's profile page

While many books and resources discuss how to manage children’s challenging behavior, be an effective program leader, or address issues of equity, this is the first book to weave these three important topics together. Leaders will find vital information and tools to ensure that the social, emotional, and behavioral needs of all children in a program are being addressed so they can be successful.

Vanderbilt University

Children measure their worth by how adults treat them. When a child finds that his voice or actions offend a teacher, he often clamps down or amps up in response. Kaiser and Rasminsky offer leaders compassionate, culturally informed strategies teachers can delight in using so they do not continually feel exhausted by children’s exuberant or defensive self-expression.

Author on emotional intelligence, trauma, and recovery

Reading this wonderful book, I feel as if I’m sitting in the room with Barbara as she talks with our staff about the issues they are facing. As early childhood leaders and directors, we need to model the acceptance and understanding that children aren’t trying to challenge us—they are trying to communicate their critical needs to us. We have to learn their “language” by being astute observers, acknowledging our own biases, and assisting children to form much-needed relationships with caring adults. Accepting and including a child who challenges us will benefit that child, that family, the teaching staff, and the entire community.

Children’s Village, Philadelphia