This guide aims to support teachers in managing children's behaviour in early childhood education by establishing a safe, positive, and inclusive learning environment. It is based on the principle that behaviour is a form of communication and that promoting positive behaviour is more effective than punitive approaches in supporting children's learning and development.
The guide focuses on developing children's self-regulation skills and executive functions as essential foundations for successful learning. It adopts the UAE Child's Personality Attributes as a core framework for guiding behaviour and shaping daily educational practices. Teachers are encouraged to integrate these attributes into classroom interactions through positive language, modelling, reinforcement, and the use of everyday learning moments.
The document emphasises the importance of proactive planning of the classroom environment, building secure and respectful relationships with children, and setting clear, age-appropriate behavioural expectations. It provides structured guidance on addressing challenging behaviour through a graduated support system, starting with universal classroom practices, moving to targeted support, and escalating to intensive interventions only when necessary, while always ensuring child protection and developmental appropriateness.
The guide also defines the roles and responsibilities of school leadership, teachers, parents, and relevant authorities, highlighting the importance of strong home–school partnerships. Consistency, shared expectations, and collaborative support are presented as key factors in fostering positive behaviour and supporting children's holistic development during early childhood.
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