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Art of Redirection
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A few weeks ago, I was working with toddlers and a little girl got very upset and frustrated than began to aggressively start grabbing toys from other children because she wanted a specific toy. Instead of immediately saying “no grabbing toys!” or bringing her to time-out, I instantly used redirection.I sat down with her expressing to her that I understand why she is upset and feeling frustrated (“I know you are upset and want that toy right now, it is a really awesome toy.”), then redirecting her attention to a different area by than saying, (“You know those are not the only awesome toys we have, right? I’ll come play with you.”) I than went over to a different play area and started playing with her and it was not more than 1 minute the incident was forgotten, and she was fully engaged and onto the next play area. The conflict was over and deescalated.
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I use redirection with toddlers every day. One time a child wanted to take a toy from a classmate. I got down to their level and explained it was the classmates turn and they can use it when they are done. I offered a similar toy to the child to play with until then and they were happy to use it.
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Redirection is something I use regularly as we have a smaller classroom and it’s licensed for 8 kids. Most of the redirection is changing activities regularly, trying to keep them busy, reading books, different movement activities. When I find children are fighting I will usually change to a movement activity like duck duck goose or tag so they can move around I find sometimes kids are coupled up from the weather here, so they need to get the “wiggles” out.
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when I was a pre k teacher i worked with a student who became fusterated very quickly with others and sometimes had had trouble calming down. When I would notice he would start to become fusterated with a situation I would redirect him by removing him from the situation and sitting with in a quieter space in the room which was near a door, i would crack the door open so he could get some fresh air and we practiced taking deep breaths together. I let him know he could communicate his feelings when he was ready or if he just wanted to sit that was fine too. Once calm I let him know that I see he was feeling upset and that its okay to feel upset but that we need to be safe with our bodies. The redirection helped prevent the situation from escalated and gave him a safe space to talk about his feelings.
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One day, a child was grabbing toys from another child. I redirected the child to a different activity, like drawing or building with blocks. This helped prevent a conflict and kept the classroom calm.<br data-start=”321″ data-end=”324″>When children want to work together on a project, I make sure they both agree to play together and understand they will clean up together afterward. I also encourage them to use kind words and take turns, which helps them learn to share and communicate respectfully.
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One morning a child was upset and sad at drop off and I was able to redirect her by finding a toy I knew she really liked and I started playing with it with her in my lap and within minutes she calmed down and took the toy from me and started playing with her friends
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A time redirection helped avoid a behavioral issue in the classroom is when a child was getting upset with another child for “using all the colors” while playing with a color sorting toy, to redirect the situation I suggested we could try sharing the colors and split the colors in half giving each child their own colors to find which resulted in them being able to play and work together to find their colors avoiding negative behaviors. A method i use to help with effective communication is when a child is visibly upset in distress and needs help with calming down i offer a hug or a moment in our cozy corner with sensory toys, books, and stuffed animals to allow them to calm down so that we can talk and work together on good choices we can make when there is a conflict in the classroom.
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Antionette, your approach to redirection is commendable! Splitting the colors not only encouraged sharing but also fostered collaboration. Incorporating a cozy corner for calming is a wonderful strategy for effective communication. Great job!
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I used re-direction when a very active child started saying “bike over and over” and following around one of the children who was using our two bikes. I reminded him that both bikes were being used, and he could use the scooter or wheeled train cars until one of the bikes was available. I had to redirect multiple times and also offer a few other toys until we found something else that interested him.
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Great job, Courtney! Your use of redirection shows a thoughtful approach to managing behavior while promoting engagement. Offering alternative options fosters communication and helps children learn patience and sharing.
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I think it’s a good idea to use real pictures or family pictures including dad, that way he can see the picture or have at any time
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Redirection helped during playtime when two young children wanted the same toy. I calmly guided one child to a different activity and helped them get interested in another toy. This helped stop the problem before it became a bigger issue.To teach communication, I use simple words and model how to ask for help or a turn, like “my turn” or “help please.” Since sharing is still new for young children, I focus on taking turns and use timers or pictures to help them understand. I also use songs, stories, and praise to help children practice using their words in a positive way.
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One time redirection helped avoid behavioral issues was during center time when two children wanted the same toy. Instead of focusing on the conflict, I redirected one child to a similar activity by saying, “You can use the blue blocks here while your friend finishes with the red ones.” This shift in attention prevented frustration from escalating and helped both children stay engaged without conflict.To teach effective communication, I use modeling and simple language such as “Can I have a turn when you’re done?” or “I’m still using this.” Since sharing is still a developing skill at this age, I focus on turn-taking rather than forcing children to share immediately. I also use visual cues, timers, and role-play during group time to show children how to express their needs in positive ways, helping them build communication skills while respecting their developmental stage.
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One child was upset her friends were not giving her space after asking for it, i redirected her into going into this tent we have in the classroom and have space whole other children play and dont bother her. she loves the tent!
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Great job, Maggie! Your use of the tent as a redirection tool not only provided the child with needed space but also encouraged her to engage positively with her environment.
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I used redirection today for 2 students that wanted to paint a picture and there was only one side of the easel available. We discussed some options that the both of them had. They could paint separately one at the easel and the other at the table or the both of them could paint at the table. They chose one at the easel and one at the table. I had them both write their first letter on a piece of paper. I explained we were going to put the papers in a cup and that Ms. Deedle was going to take one of the names out of the cup. That person will get to paint at the easel and the other at the table. They both agreed to these terms. They happily painted at the place that was chosen. Later this afternoon 2 friends were arguing over who was going to hand out the snack and who was going to hand out the napkins. One of the girls from the painting incident said we need a cup and paper to choose like we did earlier when we painted. I was excited that they had understood the concept and was able to suggest the solution to their friends.
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Great use of redirection and choice-making. Your strategy encouraged problem-solving, fairness, and communication—and it’s wonderful to see children independently applying the solution later with peers.
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in the 3 year old class we see a lot of behavior issues when i comes to taking toys not sharing hitting over said toys, i see it help full to redirect children by using others toys, the option to color , or go to the calm down corner to take a second to themselves.
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Megan, great insights! Redirecting through alternative activities like coloring or using the calm down corner is effective. It not only minimizes conflicts but also fosters emotional regulation and communication skills.
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There has been multiple instances and a few of them have been the same for example, in the past children have wanted works that other children already have so i’ve had to step in and redirect them to another activity to stop the conflict from escalating.
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Great example, Laisha! Redirecting to alternative activities is an effective strategy. Consider incorporating sharing games to promote communication skills and enhance their understanding of collaboration. Keep up the good work!
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