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Home//Education Directorate//Schools and Education//Teaching and Learning//
Classroom Management
Top Twenty Principles for Early Childhood Education
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How can the classroom best be managed? Principles 16-17 outline effective learning environments for
children.
Principle 16: Expectations for classroom conduct and social interaction are learned and can be taught
using proven principles of behavior and effective classroom instruction.
Children’s ability to learn is as much affected by their emotional and behavioral self-regulation as is it by
their cognitive skill. Children’s behavior that does not conform to classroom rules or teacher
expectations cannot simply be regarded as a distraction to be eliminated before instruction can take
place. Rather, behaviors conducive to learning and appropriate social interaction are best taught at the
beginning of the academic year and continuously reinforced throughout the year.
Tips for teachers
Skills needed for effective classroom participation, including getting along with others, paying attention,
following directions, and managing emotions can be taught through direct instruction embedded in daily
activities, offering repeated opportunities to practice these skills.Classroom expectations may begin at a
basic level to orient children to the classroom setting and the structure of the school day. Behavioral
expectations should increase in complexity over time as children become better able to comply.Families
should be included in activities and processes aimed at developing children’s cognitive, social, emotional
and behavioral skills.
Principle 17: Effective classroom management is based on (a) setting and communicating high
expectations, (b) consistently nurturing positive relationships, and (c) providing a high level of support.
To be both effective and culturally responsive, teachers can develop and maintain strong, positive
relationships with children by consistently communicating that they value each child. Children need to
have a clear understanding of the behavioral rules and expectations of the classroom, and these
expectations must be communicated directly and frequently, as well as being consistently enforced.
Behavioral expectations should begin with simple tasks and increase in complexity throughout the year
so that children are ready for the structured school setting by the end of their pre-K experience.
Tips for teachers
Children profit from a predictable structure, high expectations for cognitive growth and classroom
behavior, and consistent modeling, reminders, and support for learning what is expected to meet those
expectations.
A safe and well-arranged physical environment, a predictable schedule, and rules that are clearly
explained and consistently reinforced all contribute to a safe and orderly learning climate that reduces
distraction and keeps the focus on learning and development of skills.Modeling the role of emotion,
attention and learning during daily activities through purposeful interaction with each child helps to
create a positive classroom environment and develops a productive pathway for learning.Teachers
benefit from targeted support such as continuing education opportunities, mentoring, and collaboration
with peers and to help them master positive behavior management techniques and warm, nurturing
approaches to working with young children.
Date created: October 2019
Related
Early Childhood Teaching Principles: Thinking and Learning
Thinking and Learning
Principles 1-8
Early Childhood Teaching Principles: Motivation
Motivation
Principles 9-12
Early Childhood Teaching Principles: Social Emotional Learning
Social-Emotional Learning
Principles 13-15
Early Childhood Teaching Principles: Classroom Management
Classroom Management
Principles 16-17
Early Childhood Teaching Principles: Assessment
Assessment
Principles 18-20
Early Childhood Teaching and LearningSee All the Top 20 Principles
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