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Art of Redirection
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We were at recces time when 2 kids started to fight over a ball, so l called all the class to play a game all together and l asked the 2 kids that were fighting if they could lead the game for me so they were really exited about it and they started to work as a team.
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There was a time when a child chose to climb on the shelving in the classroom and was having a hard time stopping. Since this was a very unsafe choice, I needed to find a way to redirect the child’s attention. I walked over and made a big deal about an activity I was really excited to share with him. He joined me, and together we explored an activity about dogs—talking and learning about different breeds. Before long, several other children were also engaged with the activity.By staying positive and enthusiastic, I was able to help the child shift into a safer and more productive behavior. If the child had been older, he was a very young 3 at the time. I would have followed up later with a conversation about safety in the classroom, and together we could have brainstormed safer places or times to climb if he felt that need. I believe redirection can look different for each child, and having a good understanding of each child helps us find the most effective ways to re-engage them.
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Sorry but it is not letting me reply anywhere else . One time I used redirection successfully was when two kids began arguing over a car . Instead of focusing on the conflict, I redirected their attention by suggesting to build a race track with some magnets blocks both children became engaged in building together, which not only diffused the tension but also encouraged cooperation .
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I am a Montessori educator so I often have children engaged in 1 on 1 lessons, or practicing something alone. It’s a daily occurrence that a child will approach another who’s concentrating and attempt to talk to them, touch their materials, etc. so our primary response/tool is redirection. I try to catch them just before they interrupt and offer to show them something new or gently remind them to find their own work to do.
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Often times, it is our tendency to tell children to “stop that” or “don’t do this”. In other words, they are constantly being told what they CAN NOT do. That is very difficult for a child who already feels a lack of control while navigating their own independence. I often try to redirect undesired behavior to behavior that we want and what they CAN do. For example, if a child is drawing on the table, I might say “Let’s keep our table clean. Here is a piece of paper. You may color here. Markers are for the paper, not for the table”. Or if a child is running indoors, I might say “Let’s stay safe by using your walking feet while we are inside. Running around can be done outside on the playground when it is time to go out”.
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<strong data-start=”0″ data-end=”24″>Redirection Example:<br data-start=”24″ data-end=”27″> I once noticed two children fighting over a toy, so I redirected them by suggesting they build a tower together instead. This helped shift their focus from the conflict to a collaborative activity, preventing escalation.<strong data-start=”249″ data-end=”276″>Teaching Communication:<br data-start=”276″ data-end=”279″> To teach sharing, I use a “sharing song” and encourage turn-taking during playtime. I model phrases like “Can I have a turn?” and “It’s your turn now” to help them practice expressing needs politely.
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I would say that during snack time in a classroom of two to three-year olds were enjoying yelling and seeing who could be the loudest between their peers. To get their attention sometimes I would turn off the lights but before that I would say “ If you can hear my voice touch your head” If you can hear my voice touch your knees” If you can hear my voice catch a bubble” It is getting too loud. Other times I would put on my speaker and music of Disney instrumental or Disney calming music. Another song I would start singing is either the itsy bitsy spider or twinkle twinkle little stars.Or during clean up of snack before recess time I would start singing and doing dances and they would then clean up quicker/ faster.
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One time, two children argued over a toy, and I redirected them by starting a new game, which quickly ended the conflict. To teach communication, I model simple phrases like ” Can I have a turn?” and use group activities that encourage sharing and turn-taking.
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Un día un niño estaba aburrido, que no tenía nada que hacer dijo, estuvo sentado quieto durante mucho tiempo, le empecé a distraer, invitándolo a jugar, para que se integrara al grupo y accedió.
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<mark jscontroller=”DfH0l” jsuid=”iBFEQc_g”>Los juegos que utilizo es el teléfono descompuesto y la historia encadenada, para practicar la escucha activa y la claridad del mensaje</mark>. Otras actividades que incluyo es usar arte y música para expresar sentimientos, realizar presentaciones con material de apoyo y simular situaciones de la vida real.
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<font dir=”auto” style=”vertical-align: inherit;”><font dir=”auto” style=”vertical-align: inherit;”>- Modelar el comportamiento: Los niños aprenden observando, así que es importante modelar el comportamiento que deseas ver en ellos. Por ejemplo, si quieres enseñar a compartir, asegúrate de compartir tus propias cosas con ellos.</font></font><font dir=”auto” style=”vertical-align: inherit;”><font dir=”auto” style=”vertical-align: inherit;”>- Juegos de rol: Los juegos de rol son una excelente manera de enseñar a los niños a comunicarse de manera efectiva. Puedes simular situaciones cotidianas y enseñarles a expresar sus sentimientos y necesidades de manera respetuosa .</font></font><font dir=”auto” style=”vertical-align: inherit;”><font dir=”auto” style=”vertical-align: inherit;”>- Actividades artísticas: Las actividades artísticas, como el dibujo o la pintura, pueden ayudar a los niños a expresar sus emociones ya desarrollar su creatividad .</font></font><font dir=”auto” style=”vertical-align: inherit;”><font dir=”auto” style=”vertical-align: inherit;”>- Cuentos y leyendas: Los cuentos y leyendas pueden ser una herramienta valiosa para enseñar a los niños sobre la importancia de la comunicación efectiva y el respeto mutuo.</font></font><font dir=”auto” style=”vertical-align: inherit;”><font dir=”auto” style=”vertical-align: inherit;”>- Práctica de la empatía: La empatía es fundamental para la comunicación efectiva. Puedes enseñar a los niños a ponerse en el lugar de los demás y entender sus sentimientos y necesidades.</font></font>
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I observed a small group of boys playing with the building blocks. As another peer wanted the same blocks another peer threw a car. When this happened I redirected him to talk with the peer who wanted the blocks. When we talked the other peers said he didn’t like it when he threw the car. So I asked what should happen now. They both said share blocks and the other said he will wait his turn. I gave them both praises when we ended to their surprise. When I explained it wasn’t nice just to take something from someone rather how bad you wanted it. Nor was it nice to throw toys it could of really hurt him or missed and hit another friend. He realized it wasn’t nice to hurt him or others because he didn’t want to share.
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One time I had a student get really upset because he didn’t want anyone to play with the dinosaur toys he was playing with. We set a timer and I let him chose 5-10 min. He chose that he got to play with the dinosaur toys by himself for 10 minutes then we had to let someone else play with them. I stayed calm in order to keep him calm and we used redirection and problem solving to keep both students safe.
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One time I can think of was when a 3 year old I had was having a a hard time keeping his hands to himself and we found a toy that he was allowed to hit around and play with which stopped the behavior with other children long term.
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There was a time when two children were arguing over a toy. Instead of scolding them, I redirected their attention to a cooperative activity—building a tower together with blocks. By giving them a shared goal, the tension quickly shifted into collaboration, and both children felt successful without a fight.For teaching communication, I use simple, playful methods. I model words for feelings (“I feel sad when…”) and prompt children to use short phrases with each other. For sharing, I introduce turn-taking games or “trade-and-play” activities where children pass materials back and forth, so sharing becomes a natural part of the fun rather than an abstract rule. Visual cues, like a timer or a “your turn/my turn” card, help reinforce the idea without needing long explanations.
