4 years old: Childcare Behaviour Support Case Study: Leo's Progress | daar

Leo (Name changed for privacy) is an energetic and curious boy who lives with his parents and younger sister. He has attended the same childcare centre since he was two. While he is highly intelligent and verbal, his educators noticed a significant shift in his behaviour as he moved into the preschool room.
Presenting Issues:

• Physical Aggression: Frequent hitting and pushing of peers when they entered his personal space or touched his "work" (blocks/drawings).
• Disruptive Behaviour: Refusal to participate in group times, often running around the room or making loud noises to distract others.
• Emotional Dysregulation: Intense meltdowns when transitioning from outdoor play to indoor activities.

The Challenge

The primary challenge was the safety and inclusion of Leo within the group. His aggression was alienating him from his peers, leading to social isolation. Other children began to say, "I don't want to play with Leo," which further fueled his frustration and negative behaviour.

Impact at Home & School:

• At Childcare: Educators were spending a disproportionate amount of time managing Leo’s outbursts, leaving them feeling overwhelmed and unable to support the other children effectively.
• At Home: Leo’s parents reported that he was coming home exhausted and irritable. The "bad reports" at pickup time were causing significant stress and anxiety for the family, who felt they were failing him.
• Development: Leo was missing out on critical social learning opportunities. His refusal to join group activities meant he wasn't practicing the listening and turn-taking skills needed for school readiness.

We were at our wits' end. We thought Leo would be asked to leave the centre. The team at daar didn't just fix the behaviour; they helped us understand him. Now, instead of dreading pickup time, we look forward to hearing about his day.

daar Therapy Approach

Leo’s family and the childcare centre partnered with daar to implement a comprehensive childcare behaviour support plan. Our approach was rooted in the understanding that behaviour is communication—Leo wasn't being "naughty"; he was struggling to cope with the sensory and social demands of the preschool room.

Key Interventions Implemented:

• Functional Behaviour Assessment (FBA): We observed Leo in the classroom to identify his triggers. We discovered that his aggression was often a protective mechanism when he felt his space was being invaded, and his disruption during group time was due to an inability to sit still for long periods (sensory seeking).
• Environmental Modifications: We worked with educators to create a "protected play zone" for Leo where he could build without fear of others knocking his towers over.
• Visual Schedules: A personalized visual schedule was created for Leo, giving him a clear "First/Then" structure (e.g., "First Group Time, Then Outside Play") to reduce transition anxiety.
• Socialised Behaviour Therapy: We introduced "Social Stories" that specifically addressed personal space and how to ask for space politely. We also facilitated small, structured play sessions to practice these skills in real-time.
• Positive Reinforcement: Educators shifted their focus from correcting negative behaviour to aggressively praising positive behaviour. Leo was given a "helper" role during group time (e.g., holding the book), which gave him a positive outlet for his energy.

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Results and Progress

Over a period of four months, the consistent application of positive behaviour support strategies led to a remarkable turnaround in Leo’s behaviour.

Measurable Improvements:

• Reduction in Aggression: Incidents of hitting dropped from daily occurrences to less than once a fortnight. Leo now uses his words ("Space please") to set boundaries with peers.
• Group Participation: Leo now sits for the full 15-minute group time and actively participates. His "helper" role has given him a sense of pride and belonging.
• Social Connections: The other children have welcomed Leo back into their play. He has formed two close friendships and is frequently sought out as a play partner.
• Emotional Regulation: Transition meltdowns have ceased. Leo uses the visual schedule to check what is coming next and prepares himself independently.

Key Outcomes

Leo’s success story highlights the transformative power of behaviour therapy for children when it is collaborative and consistent.

• School Readiness: Leo is now demonstrating the self-regulation and social skills necessary for a successful transition to "big school" next year.
• Educator Confidence: The childcare staff feel empowered with a toolkit of strategies they can use not just for Leo, but for all children in their care.
• Family Harmony: The stress of the daily "bad report" has vanished, allowing Leo’s parents to enjoy their time with him and celebrate his achievements.

90 %

reduction in physical aggression incidents

100 %

participation in daily group time activities

2 %

new consistent peer friendships formed

Conclusion

Every child deserves the chance to thrive in their early learning environment. Leo’s journey proves that with the right support, even the most challenging behaviours can be understood and managed. Childcare behaviour support isn't about changing the child; it's about changing the environment and teaching the skills they need to succeed.

If you are concerned about your child's behaviour at childcare or school, don't wait for it to "pass." Early intervention is the most effective way to support your child's development.

Ready to see your child thrive?
Contact daar today to speak with one of our behaviour support practitioners and find out how we can help your family.