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Art of Redirection
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Using Redirection to Manage BehaviorImagine a preschool classroom where two children both want the same toy, leading to frustration and potential conflict. Instead of saying “Stop fighting”, a teacher might use redirection by offering an alternative:✔ “Look, I see you both want the fire truck. Let’s take turns! While one plays, the other can build a garage for it.” ✔ The shift in focus keeps both children engaged and avoids an escalating situation.Redirection works because it acknowledges feelings while guiding children toward a new, engaging activity rather than just saying “no.”Creative Methods for Teaching CommunicationSince sharing is still a developing skill in young children, here are some ways to teach effective communication:🎭 Role-Playing Games – Act out different social situations with puppets or toys to show how to use words instead of grabbing. 🎨 “Talking Stick” or “Sharing Stone” – Holding a special object when speaking can teach turn-taking in conversations. 📖 Storytelling & Books – Read books about teamwork and sharing, then discuss how the characters handled challenges. 🎶 Songs & Chants – Fun rhymes like “Your turn, then mine, we both get to shine!” make sharing feel natural and joyful. 🤝 “Big Feelings” Discussion – Help children name their emotions with picture charts, so they can say “I feel sad when I don’t get a turn” instead of acting out.
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One day a toddler in my class came in having a pretty rough morning and was taking his frustration out on other students, knocking over and taking toys. I took this child aside and sat with him, we did a breathing exercise and I had them ell me what was wrong, then proceeded to share why we couldn’t treat our friends the way he did, and we talked about other ways to handle our emotions, and once he assured me understood he went to apologize and join his friends in play.
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I had a situation with two 3-year-olds who were both reaching for the same toy truck during free play. I could see the tension building and knew a conflict was about to erupt. Instead of waiting for the grabbing or crying to start, I quickly redirected by saying, ‘Oh, I see two truck drivers who need vehicles! Let me show you something special.’ I guided them to our block area and said, ‘We need to build a road for all our trucks. Can you help me make the longest road ever?’ Both children immediately became engaged in the building project, and the original toy was forgotten. Within minutes, they were working together, and I was able to introduce a second truck to their play naturally.For teaching communication and sharing concepts, I use what I call ‘narration and timer magic.’ When children want the same item, I narrate what I see: ‘Sarah, you really want that puzzle. Tommy is using it right now, and I can see you’re waiting.’ Then I introduce our special timer – a colorful sand timer that runs for 3 minutes. I tell them, ‘When the sand finishes its dance, it will be Sarah’s turn.’ This gives children a concrete way to understand waiting rather than the abstract concept of ‘sharing.’ I also use role-play with puppets to practice asking nicely: ‘Can I have a turn when you’re done?’ The puppets make mistakes and try again, which helps children see that learning to communicate takes practice, just like learning to walk or use scissors.”
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One time, I had a three year old little girl screaming in the classroom as her parents left. She was very sad and would not allow the space to calm down. I assured her she was safe and that she would be back with her mommy and daddy very soon, but that they needed to do a little work before coming back. I sat her down with some coloring pages and began coloring in front of her. I told her stories of when I went to the zoo and the aquarium, and I asked her about the animals she has seen in real life. It worked so well to get her excited to chat with me.
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I was working in the preschool room when two boys were going to start fighting over a toy. I walked over and explained sharing to them and how we have to take turns. This worked well because it prevented a fight.
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When I child was trying to take a toy away from the other child, I suggest to ask for a turn or ask the other child how many minutes before he can have a turn so we can setup a timer
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I’m working with preschoolers 4-year-old group. One scenario that I can share was when we were doing free play and our sensory table area is one of the most attended areas. We set up a rule for how many people can go to that area and there’s always one student who always wants to go there when it’s already full. He will cry and would even attempt to push people away from the sensory table. In this scenario, our problem solving cards will take into place, in which, one of them is setting a timer. Setting a timer always works great. There are some other choices as well that’s on our problem solution cards that are truly a game changer in our classroom especially during free play. Thanks to our coach, who introduced us to this – such a useful resource to having a manageable class.
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a 2years old in my class always cry when dropped off and make all the class uncomfortable, what i did to redirect him from crying was i say mommy is coming back to pick you up after we play with blocks, then go outside then have yummy lunch he stops crying and engage in the activity.
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There has been a time on our day cares new playground, were we have these sand boxes set up. We made a rule were only 2 children can play at a time, and they only get a certain amount of shovels/toys inside of the sand box. One of the children tried taking the other childs sand box toys while I was watching them play. I had to step in, ask the child that took the toy from the other child to give the toy back, the child refused, and then I took the toy away and gave it back to the other child. Child started to cry and I said to them “we can set a timer to switch the toys, but first you have to calm your body, then we can take turns.” And after that the child managed to settle down, and I set a timer for them.
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I had a day when a 1 yr old kept trying to take a 3 yr old toys away. She did this numerous times and the 3 yr old was upset and was crying. I helped her find another toy and then we found a toy to take over to share with the 3 yr old and had him share it back with the 1 yr old to promote taking turns and saying thank you when sharing. I told them both good job ! when they shared a toy. Then after this the 1 yr old kept finding more toys and bringing them to share instead of taking his toys. They both were happy!
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Redirecting a toddler who wants to play with a toy that another toddler is playing with. I will let the toddler know that it’s is being played with and they need to wait their turn and offer similar toys to play with or toys that I know are their favorites or have them be a helper.
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parents need toread and understandthe policies and procedures of our child care where we explain the behavior management in our program while respecting parents and families values and culture
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One time, there were parents dropping off a 3 year old girl, when they left she started crying and said she wanted to see them, I redirected the conversation by mentioning how pretty her dress was, then we started giving compliments to each other.
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a new child had just enrolled into my care and it was her first day ever being away from her parents. She did not want to have to do anything with me for the first 30 minutes of her day. But I knew she loved her parents and thought of maybe I could ask her if she wanted to make a gift for her parents, involving her favorite things (charters from tv show or color of some sort) She had a blast seeing Sky from paw patrol as a sticker form and decided to make a book using paw patrol and told me a story using it! After that being a hour activity, she was completely happy and excited to show her parents at pick up!
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