Question
Q “I have this week taken over the senco role at my setting. It has come to my attention that our 1-2 room is having biting issues, the previous senco has started abc charts with the key person also shadowing and adapting routine to prevent situations for a particular child to help and working and communicating closely with parents. I was going to begin room observations and try to identify any daily routines/ environment / practices / staffing that could be causing the behaviour. A recent episode has caused a child who is biting to be excluded from setting for 4 weeks. Just looking for some advice or experience?”
Answers
A – A problem I’ve had to deal with many times myself and it can be difficult with a persistent biter but it’s a common issue. This article may help you
A – Very popular in my 2’s setting! Mostly find its communication sensory activities help and social stories! “Teeth are not for biting!” Interesting to read that exclusion has taking place! Is it not just developmental stage?
A – It’s not easy. Looking for triggers, (times, places, specific children?) we try hard to closely monitor. (With only two adults this can be a challenge it’s self) educating the parents and get them onboard for consistency. Look at changing the room so there are less hidden areas. It can be a long process and very stressful for children parents and staff! Out of interest, did the time away change the child’s behaviour?
A – I’ve experienced a repetitive biter who did have one child in particular who they liked to bite more then others. We had to resort to one to one support for the biter until the habit broke. Very difficult as no methods of managing the biting seemed to work however I did find closely working with the parents helped as the child was also a biter at home.
A – I’m shocked that a child of such a young age has been excluded particularly for that length of time. I don’t believe that will help the situation and may actually have a negative impact on the behaviour as they will have to relearn all the rules and boundaries. To my mind, I would have stuck to your initial course of action, address the problems as they arise and work closely with the parents. The child won’t understand why they can’t go to nursery and they have to learn the tools to cope with their big feelings as they grow older, starting young may be easier in the long run if tough now. Good luck x
A – I’m absolutely gobsmacked that a child of this age has been excluded for biting. For the age of the child, it’s a part of their communication process as they don’t have the expressive language. If you’re able to, have a member of staff to shadow the child in order to prevent further incidents, and work in stories and activities into your room planning to cover why biting is wrong. Possibly offer something for the child to bit on instead of a child and continue with the ABC chart observations to see if you can pin point a trigger of any form. Biting incidents are often hard for parents to understand because they see it as a naughty behaviour. Reassure your parents that it is a developmental phase at the age of the children, and that you are working to try and prevent more incidents.
A – Is the child that has been excluded aged between 1-2? If so I’m guessing they don’t have a lot of communication to explain why they are doing what they are doing. My advice would be to observe the child and identify any possible triggers. From this you can hopefully gain a better understanding of what is causing them to bite others. You could also create what I call a ‘fidget’ box which contains various toys/teething objects to help control what the child can/can’t bite.
A – I would think exclusion is a highly drastic step to take… and 4 weeks is a massively long time as well.. Biting can be down to communication, attention seeking, sensory processing or further issues. I would think social stories, observation, sensory activities and spaces, maybe even a chew toy.
A – Excluding a child for biting? I think that is a bit extreme especially at 1 – 2 year old and for 4 weeks! Look at your abc charts, is it at a certain time of day? During certain activities? Look at resources that are available, consider emotion activities, physical activities, messy/sensory play. If it is an issue does that mean its more than one child biting too? If that is so maybe look at the practice in the room, routine, behavior expectations, but excluding a child will do nothing….how can a setting expect the child of that age to understand what that means!
A – What will exclusion do to help this child or his/her family , I’m sorry but I would be focusing on looking for another job or seriously taking management to task over such a decision . As others have said observe, support and assess the child as a whole to identify the cause , there may not be one , they may just enjoy doing it .A – What will exclusion do to help this child or his/her family , I’m sorry but I would be focusing on looking for another job or seriously taking management to task over such a decision . As others have said observe, support and assess the child as a whole to identify the cause , there may not be one , they may just enjoy doing it .
A – Excluding a child of this age is a bit extreme it happens they are young n probably teething. A puppy is the same when they r young n teething. Im a nursery nurse myself id try activities that allows the child(ren) 2 put things in their mouth eg ice as that will allow them 2 bite the ice n also numb the pain for a while. Most children go through this.
A – The book “getting it right for 2 year olds” by Penny Tasoni has been a life saver in my 1-2 room. My team and I followed her strategies and noticed a difference in a matter of days. Couldn’t recommend it more.