Scientific research proves that a child’s brain grows at its fastest in the first five years of life. It is during these early years that a child’s behavioural development is at the most critical stage. Developmental challenges identified and treated during this important time have the best hope of not being carried throughout a child’s life. Research also shows that although behavioural problems may be evident in early childhood, they can go untreated for years, leading to potentially greater crises later that may even require intensive and expensive treatments. Lack of early identification and intervention can lead to failure in school, drug dependency, criminal behaviour and suicide. But if addressed early, children have a greater chance to lead happy and healthy lives.

Emotional and behavioural health problems are a significant barrier to not just academic success but also the child’s role as a healthy member of society. Children and adolescents with emotional and/or behavioural disorders tend to score below average on achievement tests, are more likely to fail one or more courses at school, and have high absenteeism rates. Many children are not getting the treatment they need because of several significant barriers. First, there is the acceptance factor; most families display an often indifferent attitude towards recognizing and acknowledging the fact that their child has some kind of a behavioural problem. Second, access to screenings and assessments of young children’s social and emotional needs is limited because primary care providers, child care centres, and many of the other places parents take their young children to, are not equipped with the facilities to identify such needs. Second, the cost can be prohibitive for many families. Third, there is a shortage of mental health consultants for young children.

Common behavioural problems in children
Children often behave inappropriately in a number of ways. Common behavioural problems include biting, screaming, whining, kicking, hitting, throwing objects, cutting themselves, head banging, tantrums, crying, unusual risk taking, swearing, stealing, lying, eating disorders, sleeplessness and so on. Taken in isolation, many of these symptoms seem like a typical part of growing up. But together they may represent an early indication of more severe developmental problems as children get older. In addition, when the behaviours are exhibited in a centre or school-based setting, they may lead to disruption, social remoteness and long-term inability to learn.

Whether it is yelling for hours, throwing favourite toys or even becoming abusive to siblings, children's behavioural problems can cause endless unhappiness within a family. Most behavioural problems, sometimes called ‘acting out’ or ‘acting up,’ are the result of disappointment, frustration or anger in a child who does not understand how to deal with his/her emotions productively. Children with social and emotional issues also are more likely to be victims of, witnesses to, or initiators of more acts of violence than children without mental illness.


As parents, caregivers and teachers you must help your children solve their behavioural problems by assisting them in working through emotions and re-setting the behavioural patterns they have developed and deal with the change.


Identifying behavioural problems in children
If you suspect that your child's behaviour has become a problem, identifying the behaviours that are causing trouble is the first step towards solution. It can be done by:

• Keeping a behaviour log of what you consider inappropriate behaviour
• Tracking the situations in which behavioural problems are displayed
• Observing the causes and results of the behaviour, in question
• Analysing the behavioural patterns such as
  o When do the behaviours tend to occur (time/day)?
  o What is the frequency of recurrence?
  o What are some of the common and atypical actions that signify such demeanours?
  o Who is around when the behaviours occur?
  o What are the causes of the behaviours?
  o What are the results of the behaviours?

Preventing behavioural problems in the classroom
The children are in particular need of a classroom that is structured and not chaotic. They need to feel secure within the parameters of their classroom knowing precisely what is expected of them academically and behaviourally. Behavioural problems often occur when the students are undirected. Planning well and communicating instructions promptly and clearly are generally good deterrents to behaviour problems. Also teacher’s or facilitator’s disposition towards children to make them comfortable is an impetus for precluding and managing such issues