How do you manage unkind behaviour in a 2 year old?

Question
Q – “We have a 2 year old being particularly unkind, smacking, kicking and poking other children. The time out chair is having no effect at all. What solutions do other settings put into practice?”
Answers
A – “Some helpful information here
http://www.earlyyearscareers.com/…/consistency-key…/ ”
A – “Another great article here Some helpful information here
http://www.earlyyearscareers.com/…/consistency-key…/ ”
A – “Time out is not appropriate for any child, especially a 2 year old. It will likely be making things worse. Observe the child over a few days/week and look for the triggers to the behaviour. Use an ABC record to help you. Work with the parents to understand possible triggers and why the child may be doing this. Positive reinforcement, anticipation, and discussion are the best way forward with challenging behaviour in toddlers”
A – “You have a time out chair…………
Try a more positive approach. We have a feelings area which we sit with the children in. There’s feelings spoons books about feelings it’s cosy and plain and they can chill and talk about how they are feeling or draw a picture etc… I’ll try find the article but there’s a great one on the benifits of time out verses benifits of feelings area. You need to find the trigger to this. Star charts are great for this. Staff need to recognise triggers and divert the child before he gets across like that. Find things the child enjoys ie garden play den building sensory play and always have this available to divert them too. .. although the child needs to know he or she is wrong focus on how the other child is feeling and the effect it has had on them rather than “telling them off” Reward their good behaviour however little it is. Stickers or maybe an achievement tree or book etc Have golden rules to reference back to. We use kind hands etc.”
A – “Maybe look at the bigger picture..How is their speech?..Home life extra…Model positive behaviour..And use timeline pictures.. Encourage a older or more able child to be a positive role model..Also don’t drag on the negative behaviour…Use positive language..Don’t say no…Say stop…Look online at STEPS behaviour management..Good ideas on there.”
A – “Unwanted behaviour always had a reason for it. As professionals we need to find the reason before we can address the problem. In the meantime – closer supervision of this child so you can intervene and hopefully prevent injuries and also observe triggers. Talk to Parents to see what the child is like at home too. Always positive reinforcement and focussing on the injured child is a good approach.”
A – “Have you tried a behaviour log to find if there’s any triggers, i always explain to them that they hurt someone and made them sad then try to get a them to give the child they hurt a cuddle to help them feel happy again and I never get the child to say sorry as at that age it’s just a word that means nothing to either of them”
A – “I definitely would look at some of the stuff suggested in the comments regarding behaviour but also We found that some children like the sensation rather than to hurt others so to help them we added different objects to help them explore such as..a thick piece of rope hung up to pull on, something squidgy to poke, something soft to kick, something to push and/or pull. Just An idea”
A – “Focus on the child that has been hurt …. speak to the child about how it makes the other child feel… if the arguments are around sharing use a timer …model behaviour for him/her… it cud be just attention seeking… good luck…make sure all staff are doing the same thing”
A – “Keep language simple e.g. Good listening, good sitting, good sharing etc, reinforce the positive ignore the negative, our new training explains that you should then teach the child what you want to see, model to them what you want to see, also reflect, repair restore, e.g. If something happened in the sand then say what happened yesterday in the sand, Jonny got sand in his eyes we need to keep the sand in the tray, don’t blame or label but give them the language and label the feelings, then teach then what they need to do in the sand etc”
A – “Distraction distraction distraction. The more attention this child gets, the more they will do it for the said attention. Eg if they hit a friend, say Oh look I wonder if you would like to build a train track over here with me and your friends, let’s play nicely with our friends… Of course care for the child who has fallen victim. Introduce rules at circle time and always praise the little things.”
A – “Think a meeting with the parents to ensure that you’re both going along the same lines when dealing with it. Also to find out how the parents deal with it if at all? Positive reinforcement and huge praise for good behaviour.”
A – “If you’ve tried the usual tactics and followed your positive behaviour policy ask your EYC for a visit. They’ll want to know what you’ve already tried and any triggers and you’ll also need to ask the parents consent for your EYC to come in and observe the behaviour. Usually they will provide you with tips and help staff think of new strategies. If, in the long run, it’s thought that the child may have some additional needs it will be helpful for getting funding if your EYC has been in and observed.”