ABSTRACT
Classroom Management is typically defined as the practices used by educators to prevent or manage disruptive behavior and maximize student engagement and learning. In this chapter, we explore how early childhood education offers opportunities to expand on this definition to imagine a more inclusive, child-centered, and strengths-based model of classroom management. Classroom management in early childhood education includes examining children’s behavior and adult perceptions of behavior in context. With adult trust and supportive classroom management practices, young children deepen their understanding of how their actions impact others, and what it means to care for themselves and others. Opportunities for teachers to use effective and inclusive classroom management occur throughout the day and are embedded in routines such as mealtimes and transitions. We present several goals for classroom management in early childhood education, including establishing authentic relationships with children and families; examining personal and systemic biases to disrupt them; working toward community; and prioritizing children’s well-being. Frameworks for understanding and responding to children’s behavior, and evidence-based practices are examined in the context of a child-centered model of classroom management.
