2.4 Explain that changes in behaviour are not necessarily a sign that a baby or child has SEND

This guide will help you answer 2.4 Explain that changes in behaviour are not necessarily a sign that a baby or child has SEND.

It is common for babies and children to go through stages where their behaviour changes. These changes may concern parents and carers. It is important to remember that behaviour changes are not automatically linked to having special educational needs or disabilities (SEND). Many factors influence how babies and children behave, and these factors can be short-term or part of natural development.

SEND stands for special educational needs and disabilities. It refers to learning difficulties, physical disabilities, or other conditions that affect how a child learns and develops. While SEND can influence behaviour, many behaviour changes happen without any link to SEND.

Normal Developmental Stages

Babies and children progress through various stages as they grow. In each stage, their behaviour may shift.

For example:

• Toddlers may show more defiance as they test boundaries.
• Preschool children may become more talkative and energetic.
• Children starting school may be quieter or clingier while settling in.

These behaviours are often temporary and linked to the child’s age and developmental stage. They reflect learning and adjustment, not always a sign of SEND.

Growth spurts, changes in physical coordination, and new thinking skills can all influence how a child behaves. For example, a toddler who has just learned to walk may appear restless or constantly on the move, which is normal for their age.

Life Changes and Their Impact

Life events can affect a child’s behaviour. This may include changes in family circumstances, routines, or daily environments.

Events that may trigger behaviour changes include:

• Moving to a new home
• Starting or changing childcare or school
• A new sibling being born
• Parents separating
• Changes in carers or key workers

These events can cause children to feel unsettled. Their behaviour may reflect this adjustment period. They may become withdrawn, clingy, or have more tantrums. These behaviours are often temporary and related to life changes, not SEND.

Temporary Health Issues

Illness and other health-related factors can influence behaviour. A child with a minor illness, such as a cold or ear infection, may seem more irritable or less engaged in activities. Sleep disturbance caused by illness can make a child more tired and cranky during the day.

Examples include:

• Teething discomfort in babies leading to crying or biting
• Ear infections causing balance issues and irritability
• Tiredness after illness leading to lower focus and mood shifts

These situations are temporary. Once the child recovers, behaviour often returns to what is typical for them.

Changes in Routine

Children thrive on predictable routines. Changes can affect how they act. If mealtimes or sleep patterns change, or they are cared for by different people, their behaviour can reflect their adjustment.

For instance, a child used to a quiet bedtime routine may struggle to settle if the evening is more busy or noisy. A baby used to feeding at certain times may cry more if feeding times are changed.

Routine changes can disrupt a child’s sense of security. This does not mean they have SEND. Gradual return to familiar routines often restores their usual behaviour.

Emotional Development

As children develop emotionally, they learn to manage feelings such as frustration, excitement, and disappointment. This process can be challenging, and they may express emotions through behaviour.

Examples include:

• A toddler crying when toys are shared
• A preschooler refusing to join group games if feeling shy
• A school-aged child sulking when losing a game

These behaviours can be part of developing emotional regulation, which takes time and guidance from adults. They are not automatically signs of SEND.

Environment and Surroundings

The places where children spend their time can influence their behaviour. Loud noises, bright lights, lack of space to play, or overwhelming activity can cause a child to behave differently.

For example, a nursery room that is very busy and noisy might make a child quieter or more withdrawn. A playground with lots of new activities could lead to more excitement and energy than usual.

Environmental factors often have a short-term impact on behaviour. Adjusting the environment to a calmer or more familiar setting can help children settle.

Learning New Skills

When babies and children learn new skills, it can bring changes in their behaviour. A child learning to talk may become frustrated if they cannot communicate clearly. A child learning self-care skills, such as dressing themselves, may resist help from adults.

Skill learning stages sometimes bring behaviour shifts such as:

• Increased frustration
• More independence
• Distracted attention during play

These shifts are part of the learning process and usually pass as the child masters the skill.

Social Interactions

Changes in friendships or peer groups can influence behaviour. Children may copy the behaviour of peers or react to group dynamics.

For example, a child’s play may change when joining a new group. They might be quieter while getting used to others or become more energetic to match their peers’ energy.

Peer-related behaviour changes often reflect social adjustment, not SEND.

Stress and Anxiety

Children experience stress or anxiety for many reasons. For young children, small issues can feel very big. Stress can affect sleep, appetite, and willingness to take part in activities.

Stress triggers can include:

• Loud noises
• Unfamiliar faces
• Fear of separation from parents
• Changes to expected routine

Support, reassurance, and familiar routines often help behaviour return to usual patterns.

Importance of Observation Over Time

It is important to observe a child’s behaviour over a period of time. Short-term changes often pass naturally. SEND-related behaviours may persist or occur alongside other signs such as delays in language, motor skills, or social development.

Recording behaviour patterns can help see whether changes are lasting or linked to specific events. This approach avoids rushing to label normal changes as SEND.

Working With Parents and Carers

Parents and carers know the child’s usual behaviour best. Communication between practitioners and parents helps identify context for any changes.

Good practice includes:

• Asking about recent events in the child’s life
• Discussing daily routines and any recent changes
• Sharing observations from the setting
• Listening to parental concerns

By working together, it becomes easier to understand why behaviour has changed and whether it is temporary.

Supporting Behaviour Changes

When a child’s behaviour changes, supportive strategies can help.

Some approaches include:

• Keeping routines consistent
• Offering comfort and reassurance
• Letting the child express feelings through play or talking
• Reducing overwhelming noise or activity in the environment
• Giving extra attention during transitions

These strategies support children as they adjust. Often, behaviour improves without SEND-related interventions.

Avoiding Mislabeling

Mistaking short-term behaviour changes for SEND can lead to unnecessary worry for families and carers. It is important to consider all possible factors before drawing conclusions.

Mislabeling can affect a child’s self-image and how others treat them. Careful observation and open discussion help avoid incorrect assumptions.

Recognising When SEND Might be Present

While many behaviour changes are unrelated to SEND, certain patterns may suggest further assessment is needed.

These include:

• Consistent difficulty with communication over months
• Trouble with motor skills that does not improve
• Ongoing lack of interest in social interaction
• Sensitivities that persist strongly and affect daily life

Such patterns should be noted and discussed with parents. Referral to specialists may be appropriate, but only after thorough observation and consideration.

Role of the Practitioner

Practitioners in early years settings play an important role in monitoring development and supporting children. They must balance being alert to signs of SEND with recognising normal variations in behaviour.

This means:

• Observing regularly
• Keeping records
• Communicating with families
• Providing supportive activities
• Being patient during adjustment periods

Good practice avoids rushing to conclusions and supports each child according to their individual situation.

Final Thoughts

Babies and children will change their behaviour for many reasons. These changes are often temporary, linked to development, life events, environment, or health. They do not always signal SEND. Careful observation, partnership with parents, and understanding child development help practitioners respond in supportive ways.

Recognising the many causes of behaviour changes helps prevent misunderstanding. By focusing on the whole child and their circumstances, we can give them the right support and make sure they are understood fairly. This balanced approach benefits the child’s emotional wellbeing and helps them thrive in their early years.