When children

bite!
A resource for Early
Childhood Educators.

Professional Support
Coordinator
Child Australia is the Professional Support Coordinator in Western Australia and
the Northern Territory. This resource was funded by the Australian Government
under the initiative of the Inclusion and Professional Support Curriculum to support
Australian Government Approved Child Care Services.

Acknowledgements
We acknowledge the assistance and contribution of the educators and children from:
Wirrabirra Child Care Centre
Child Early Learning Centre Lockridge
Farrar Early Learning Centre (ELC)

© Child Australia, 2012

Originally published 1998: Author Yvonne Kilpatrick, Resource Unit for Children with
Special Needs
Substantially revised 2012: Dr Anna Bower and Lee Jeffery, Child Australia

All rights reserved by Child Australia. Material herein may not be reproduced in any
other form without permission.

Disclaimer
This resource is based on the most current information available in July 2012. In
revising this resource we have referred to legislation and regulations, and reviewed
contemporary research. This document should be used as a guide to compliment and
develop service’s existing policies and procedures. Services should always check the
currency of information at the time of use and consider the information in this booklet
in the context of their own service.

This booklet can be accessed online at www.childaustralia.org.au

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 When children bite | A resource for Early Childhood Educators

Contents

Introduction 4
Child Development 5
The Environment 6
Engagement with Others 7
Your Service 8
Where to start 9
Biting - Causes and Responses 10
Responding to Biting in Early Education and Care Settings 12
Working in partnership with families 14
Common Questions 15
Links to the National Quality Framework and Early Years Learning Framework 16
Checklist for Responding to Biting in Early Childhood Settings 17
Sample Letter to Parents 18
References 19

3
Introduction

Young children‘s biting behaviour can be

one of the most stressful and divisive
issues in early childhood settings.
It impacts on everyone in the early
childhood community; educators, senior
staff, parents, and children. It provokes
strong, negative emotions because it is
seen as an invasive and personal attack.
Unfortunately there is no magic cure.
Traditional responses to children’s biting
have involved punishment, withdrawal
of affection, exclusion and even biting
the child back. Today we have a better
understanding of children’s development
and why this behaviour might occur.
Biting is generally a temporary problem,
occurring during the toddler stage, and
rarely continues past the age of three. It
can’t be eradicated instantly and requires
the skill, understanding and ongoing
attention of educators and parents.
It is important to understand and inform
parents that punishment won’t eliminate
biting episodes, and that any punishment
is detrimental to the child’s development
and well being. Adults should never
respond with anger towards toddlers
who are still learning to feel secure
and confident. An angry response can
damage their growing self-confidence
and leave them feeling abandoned
and unloved, cause confusion and an
escalation of the unwanted behaviour.
Toddlers can and will, over time, respond
to firm, verbal guidance without anger or
withdrawal of affection.

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 When children bite | A resource for Early Childhood Educators

Child Development

Most commonly biting occurs in groups of children aged between one and three years. Across this age span, children
experience very significant and rapid social, emotional, physical and intellectual development and gain a wide range of new
skills. This can result in a period of challenging behaviours such as biting, scratching, hair pulling, hitting or simply refusing
to do anything they are asked. Having several children of this age together increases the likelihood that one of them will
demonstrate one or more of these behaviours.
Theorists have given us insight into some of the ways that children learn - by observing others, imitating their behaviour and
through concrete experiences. They don’t and can’t respond to teaching by telling as they haven’t developed the capacity for
such abstract learning.
A toddler’s world is complex, particularly in a busy early childhood setting. Although most toddlers understand more than
they can say, they have limited spoken language and can get very frustrated when they are not understood by others. This
may result in them “communicating” with us or expressing their frustration by biting.
A good understanding of early childhood development is your best tool for responding to biting and other negative
behaviours. There are some things that we can’t realistically expect toddlers to understand. For example, no matter how
many times educators and parents tell toddlers to share, children under three rarely comprehend the concept of sharing.
They first need to learn about taking turns. Most toddlers aren’t developmentally ready to feel compassion for others or
empathy, so telling them that you are sad or angry isn’t very helpful. It doesn’t give them the information that they need to
make sense of their world and learn to behave differently. To help them develop empathy and considerate behaviour, it is
better to give them concrete information, for example “Biting hurts. We don’t bite our friends”.
Developmental factors which may cause a child to bite include:
• Frustration from failure to communicate their needs and wants
• Teething
• Oral exploration
• Limited self-regulation or self-control (because they are still gaining these skills)

What can educators do to eliminate biting?

Build their understanding of children’s development
Share knowledge of individual children
Have reasonable expectations
Intentionally teach turn taking in small groups (over two’s) and considerate behaviour
Give toddlers concrete information e.g. “Biting hurts”
Talk with parents about children’s development

5
The Environment

Children’s environments influence their behaviour. When they are actively engaged, they are focused, interested, and
much less likely to display challenging behaviour. If they are bored or frustrated, unwanted behaviours such as biting
are more likely to occur. Early childhood environments are often noisy, busy places. While children need space for
exploration and adventurous “rough and tumble” play, they also need space for quiet play and an opportunity to relax
and find peace and calm.
Many very young children find it stressful to be with same age peers for long periods of time and this can trigger
biting episodes. Between 1-2 ½ years of age, children engage in solitary, parallel and associative play (where they
watch but don’t play cooperatively with others). They may have difficulty sharing toys or playing cooperatively and
only later develop the ability and desire to do so. They are more settled in smaller groups, in environments where
activities and educators are spread out rather than clustered together, where there is a balance of open and closed
spaces, and where they can move around freely but safely.
If there are an insufficient number of toys, or limited materials and equipment, young children may compete for
their favourite items. It is unrealistic to expect them to wait for their turn. Lack of equipment and resources, or
developmentally inappropriate materials can be triggers for biting episodes.1
Many early development settings are brightly coloured with lots of material displayed on walls and ceilings. Very
bright colours and extensive room decorations can overstimulate children. This can overwhelm their emerging self-
control and result in unwanted behaviours such as biting.
Environmental factors which may cause children to bite include:
• Congestion in any one area – too many children in too small a space
• Competition for toys (or for a favourite toy)
• Over-stimulation (too much colour, noise, activity)
• Limited or no quiet areas
• Boredom
• Stress

What can educators do to eliminate biting?

Be aware of children’s favourite toys and materials and duplicate these where possible.
Create quiet spaces where children can develop their sense of belonging
Reflect on the environment. Is it too busy? Is it too crowded? Can you set it up in a different way?

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 When children bite | A resource for Early Childhood Educators

Engagement with Others

Children need a familiar environment, with familiar people, to feel safe. This is demonstrated when they settle readily and
they have formed close attachments with one (and then more) familiar educators2. To build their sense of security, they
need ongoing positive interaction with a ‘key person’, highlighting the importance of consistent staffing.
Educators have a strong and positive role to play in making children feel secure, and role modelling and encouraging positive
interactions. Toddlers learn through imitation and will observe how educators talk with and respond to others, and how they
set and reinforce appropriate boundaries. This gives them a positive model of how to engage with other adults and children.
Because they learn so much from imitation, if one child in the group is prone to biting, educators may successfully reduce
this behaviour in one child only to see another child start biting. This occurs because they have learned that biting is an
effective way of communicating and gaining attention. Consistent and responsive engagement with each child is central to
decreasing the likelihood of this occurring.
Positive engagement will increase your understanding and responsiveness to each child’s attempts to communicate their
needs, and alert you to those times of the day when they are most likely to be tired, frustrated or hungry, and least in control
of their behaviour. Making time to interact with each child reduces instances of inappropriate behaviour that is intended to
gain your attention. This makes biting less likely to occur.
Engagement factors which may cause children to bite are:
• Insecurity
• Competition for adult attention
• Insufficient adult attention
• Frustration from failure to communicate their needs and wants

What can educators do to eliminate biting?

As an educators team, discuss how to strengthen children’s sense of security in the environment
Maintain awareness of each child’s reactions when tired, hungry or excited
Maintain a consistent routine that minimises surprises for young children. Adjust routines as necessary to
meet children’s needs so that they eat and nap when they are beginning to get hungry or tired
Keep staffing as consistent as possible
Make time to interact with all children on a one to one basis

7
Your Service

Having a young child who bites enrolled in an early childhood setting can be a frightening and unsettling experience for
everyone. You may be worried about how parents or other colleagues will respond, or may start to doubt your ability to
manage the situation effectively. Biting is not an individual educator’s problem, but is a problem for the entire Service. New
or inexperienced educators require particular assistance to ensure a consistent service-wide approach. Good policies and
procedures and regular communication with colleagues will assist you to manage biting behaviour and give less experienced
educators the opportunity to learn from more experienced colleagues.
Improving your knowledge of child development, knowing and following your Service’s policy and procedures, coupled
with support and understanding from your colleagues will help you to respond appropriately. It will also equip you with the
professional confidence and skills to deal with both the biting behaviour, and the other children and their families.
Whilst biting is problematic and distressing, with time and a consistent approach, it can be reduced. Professional
development, in-house training or peer mentoring may assist you to build your knowledge, skills and confidence in dealing
with biting behaviour.

What can educators do to eliminate biting?

Review the Biting Policy (or Behaviour Guidance Policy as relevant)
As a educators team, develop a consistent approach
Mentor and coach less experienced colleagues
Identify training needs
Have a “whole of service” approach

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 When children bite | A resource for Early Childhood Educators

Where to start

To build a picture of why the child is biting, educators need a series of observations to guide reflection and planning.
Understanding what triggers the biting is the first step towards reducing the behaviour in your service. When your
observations are complete, the Table Biting: Causes and Responses (refer to pg number 10) will assist you to reflect
on possible causes and plan how best to respond. While acknowledging that biting behaviour is the result of multiple,
inter-related factors, this Table outlines common causes together with some responses to help reduce biting

9
Biting - Causes and Responses
Causes What might help?
TEETHING: If the child has teeth coming through then they may be Provide something to bite on to comfort the child, e.g. teething toys,
in pain and applying pressure to the gums (through biting) may be folded cold face washer. Consider the child’s age. Older toddlers may
soothing. Teething may cause the mouth to hurt. be able to bite on harder foods such as apples. Some parents may
provide gels, but only use these with parents’ approval. Be aware of
your policy on administering medication if pain relief is required.

ORAL MUSCLE DEVELOPMENT: As children’s muscles develop, Help toddlers learn to hold on/let gos. Demonstrate and explore
they experiment with two opposite ways of dealing with things – holding on/letting go with activities, e.g. blocks in containers, nesting
holding on and letting go. This theme is repeated in such things as cups. Structure the environment to ensure opportunities to practice
separating from parents, toilet training, learning to share. They do the fine and gross motor skills. Structure activities and games to hold
same “hold on/let go” with their oral or mouth muscles. Biting is an on/let go, e.g. holding onto a ball or parcel then letting go (modified
example of “holding on”. It is developmentally part of gaining control pass the parcel), holding hands and letting go, physical freeze and
of a muscle group or cognitive activity. move games (statues)
DEVELOPING INDEPENDENCE: Toddlers are gaining a sense Toddlers must be allowed independence and also need entail
of autonomy – doing things for themselves, making choices, trying consistent, loving and firm limits. Allow children to make choices
to control their world and making demands on adults (and other (for very young children restrict to choice between two items) and
children). Biting is an excellent way of demonstrating independence express preferences. Have clear limits but set up the environment
or getting control and power over others. to support exploration and learning. Set achievable tasks – allow
children to succeed and use lots of verbal encouragement.
LANGUAGE/COMMUNICATION: Toddlers are in the early stages Encourage children to develop language skills. Use routine times
of language development. For children who cannot yet talk, biting such as nappy change for 1:1 exchanges. Teach words or sounds/
is a great alternative. It is often a “physical” rather than expressive signals. Gain eye contact and use non-verbal communication, body
communication, a language alternative. language and signs/signals to re-enforce your words. Plan activities
with a verbal component such as stories, finger plays, and songs.
Encourage all attempts at expressive language. Be aware of the
sounds they use to name objects.
LEARNING CAUSE AND EFFECT: Toddlers begin to explore Provide alternative ways for the child to observe and explore
and learn the relationship between cause and effect from the time cause and effect relationships. Use toys that require action to
they are about 12 months old. Biting is a great cause and effect cause a reaction e.g. figures that pop up, cash register, pull along
demonstration. A bite reliably elicits a loud scream or reaction from toys. Provide open ended activities such as sand, water, painting,
another child and a reaction from an educator. blocks and crayons so the child can “make something happen”.
Acknowledge and describe this process.
EXCITEMENT/ OVERSTIMULATION: Children can have such a Plan a balanced day with some quiet time/privacy/space as well as
great time running around and enjoying the environment that they outdoor play times. Help children with the transition from physical
become over-excited and overstimulated. Overstimulation can also play to quieter activities. Use routine and repetition to have a calming
occur if the visual environment is too colourful or “overloaded”. Biting effect. Try smaller groups. Consider soothing and relaxing music.
seems to be a form of tension release in such instances. Incorporate relaxation with older children.
UNDERSTIMULATION/BOREDOM: If the curriculum is inadequate Reflect on your curriculum and your environment. Make it balanced,
or insufficiently stimulating, or doesn’t reflect their interests, children interesting and build on the strengths and interests of each child.
may bite due to boredom. (Anything to get a reaction and break the Ensure the physical environment is engaging and that all toys and
monotony!) equipment (particularly favourites) are available to children for use
(i.e. not put away and unavailable to them). Eliminate waiting and
queuing where possible.
FRUSTRATION: The child may be frustrated for a multitude of Model appropriate ways of dealing with frustration. Intentionally
reasons even in a quality setting e.g. too many challenges, too many teach children to use verbal skills and express feelings. Encourage all
children, too little or too much room, not enough 1:1 attention, too attempts to do so. Feelings faces can be useful. Maintain consistent
many competing demands. Frustration may result from unmet needs, known limits and use positive behaviour guidance. Teach turn taking
inability to communicate or inconsistent or unclear limits. Children (my turn your turn). Ensure daily 1:1 time with each child. Reflect
may bite through frustration when their more legitimate/positive on your curriculum and environment, opt for small groups where
attempts to alleviate their frustrations have been unsuccessful. possible and break up the room into smaller spaces.
SEEKING ATTENTION: The young child may bite to get attention Ensure that children receive regular positive, warm, nurturing
from parents or educators. Some children need more attention attention. Use routines and transitions. Don’t provide undue attention
than others and don’t care if this attention is positive or negative. to the child when he/she bites. Ensure all children have alternative
Behaviours such as biting, scratching and hair pulling can be a great ways of receiving attention. Give each child 1:1 time each day. Be
way to be noticed and get an immediate reaction from adults. Some aware of and verbally acknowledge positive, busy, curious, helpful,
children may receive more negative than positive attention thereby, and productive behaviours. Encourage the intent of the behaviour;
albeit unintentionally, reinforcing their behaviour. toddlers don’t always get it right! Remember to notice the quiet child
too.

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 When children bite | A resource for Early Childhood Educators

Causes What might help?

LACK OF IMPULSE CONTROL: Generally toddlers lack the ability to Ensure that all educator respond to biting in a consistent way that
evaluate the consequences of their actions and act on impulse. They discourages the behaviour, yet is not punitive. E.g. “Don’t bite. Biting
can appear quite surprised at the result of their actions. Sometimes hurts.” Ensure your response doesn’t give excessive attention to
they bite just because there is something to bite. the biting child and unintentionally strengthen the behaviour. Model
alternate behaviours. Teach children how to respond to a potential
bite with a verbal and physical response. Say: “stop, that hurts” (and
indicate stop with their hand).
EXPLORATION: Biting is a form of oral sensory-motor exploration. Provide lots of sensory experiences with a variety of surface textures
Biting can be part of a child’s way of exploring the world in the same such as hard, soft, rough, and smooth. Have many oral activities –
way that they may like to look, smell, touch and listen. It helps them teething ring, soft toys, and blocks. Explore cooking – taste (sweet/
learn about their world. Very young children go through a stage of sour/salt), texture, colour and temperature.
exploring everything with their mouth.
SOCIAL INTERACTION: Toddlers are learning to interact with their Model appropriate interaction. Teach children words to help them
peers and how to approach other children. They often show interest interact. Teach and model joining skills for older toddlers. Ensure
by biting, pulling hair or pushing. This physical communication is sufficient material/equipment, including duplicates, to enable parallel
particularly common in low or pre-verbal children. Infants relating play. Encourage and re-enforce parallel play. Introduce activities
in this way usually don’t understand that they are hurting others – such as songs/games/finger-play with hand holding, buddy pairs
although older toddlers may! and introductions/hellos. Encourage appropriate social interaction
including sharing toys, hugging, smiling.
ANXIETY: Young children often use biting as a way to communicate Ensure 1:1 time to determine the source of the anxiety. (Collaborate
or release feelings of anxiety, pent-up emotion, tension or insecurity. with parents). Allow comforter from home or create a comforter in
It may be in response to the stress around them, either at home or in your setting. Provide relaxing and soothing activities such as water/
the care environment. Ask parents if there have been any changes at sand play, soft music, favourite lullabies and quiet songs. Provide
home or in routines, e.g. recently weaned from the bottle, new baby calming contact with educators. Try massage or aromatherapy.
at home. Keep things predictable so the child feels safe and secure.
Encourage attachment.
IMITATION Model positive interactions with children and toddlers. Ensure that
your verbal and non-verbal behaviour is consistent, loving, nurturing,
Babies and toddlers learn by imitating others and biting is a behaviour
respectful and appropriate for young children to copy. Use positive
often learned in this way. From around 18 months toddlers can
behaviour guidance, e.g. intervention and redirection, active listening
observe behaviour, store it in their memory and perform the act at a
and reflecting, regular but sincere encouragement. Notice and
later time. This is called deferred imitation.
encourage pro-social behaviours.
HUNGER Ensure that the menu provides adequate and nutritious meals
consistent with NHMRC dietary recommendations for children. Check
A young child may bite simply because they are hungry.
that the child actually eats at meal and snack times. Ask the family
about home diet and breakfast consumption. Ensure that water is
freely available. Provide additional portion at mealtimes if necessary.

11
Responding to Biting in Early Education and Care Settings
Biting is a common problem in early childhood settings and all services need to understand how they will respond to and
manage episodes of biting. All strategies adopted should be consistent with the service’s philosophy and procedures for
guiding children’s behaviour. A sample policy statement might be:
Our service is committed to assist children to reduce their biting behaviour. We acknowledge that biting is a natural part of
young children’s development and cannot be eliminated by punishment. We know that it takes time and patience so we will
help all children who bite reduce this behaviour to ensure the safety and welfare of their peers. The senior Educators and
Educators at this Service are committed to respond appropriately and professionally and we encourage parents to work in
collaboration with us to reduce and eliminate biting using positive approach to behaviour guidance.

The following guidelines will assist you to reduce biting incidents in your service:
• Anticipate biting behaviour and intervene whenever possible
• Know the children in your group
• Be aware of possible trouble times e.g. new children in the group, children transitioning between rooms, transition
from active to quiet play
• Be aware of problematic groupings of children
• Position yourself so that you can quickly intervene and redirect the child
• Avoid responses that re-enforce biting
• Indicate that biting is unacceptable but do not punish the child who has bitten
• Respond immediately (Refer to your Biting or Behaviour Guidance Policy and Procedures)
• Establish eye contact and speak clearly and firmly
• Be consistent in your response and ensure all educators use the same words when responding to a biting incident
• Attend to the child that was bitten
• Reassure and comfort them
• Attend to any wound
• Limit immediate attention to the child who has bitten so that you don’t encourage more biting as a way to gain attention.
• As soon as possible following the biting incident, acknowledge the child who bit for any positive behaviour unrelated
to the biting
• Acknowledge and encourage all positive interaction with other children
• Acknowledge and encourage self-directed play
• Document the incident
• Record details of where, when, who and what happened before and afterwards.
• Look for patterns or triggers to determine the cause - you may find that the biting occurs in response to
overcrowding, frustration, excitement, hunger, tiredness, or teething
• Look critically at the environment
• Reflect on your program and the way that you have set up the environment
• Reduce factors which increase the likelihood of the child biting e.g. minimise under-stimulation (e.g. boredom, waiting,
queuing, tasks which are too easy or too hard), over-stimulation (e.g. crowding, confusion, constant movement,
no chance to calm down after periods of excitement), competition for toys or equipment, sudden changes, and
problematic groupings of children
• Ensure that your curriculum responds to the needs and interests of the children.

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 When children bite | A resource for Early Childhood Educators

• Reflect on the effectiveness of your supervision and engagement with children

• Did you physically locate yourself to be best placed to intervene and re-direct?
• Are all children in the group getting 1:1 adult interaction throughout the day?
• Are particular children monopolising your attention?
• Intentionally teach children
• Alternatives to biting – use modelling and coaching with lots of encouragement and recognition for positive interaction
• The difference between “good” biting (food and chewing) and “bad3” biting (people)
• How to protect themselves from a potential biter
• Engage with the parent(s) of the child who bites and explain your approach to reducing biting
• Discuss possible reasons why the child might be biting (including home factors that may be contributing)
• Explain how you will support their child to respond more appropriately
• Explain your Behaviour Guidance or Biting Policy and Procedures
• Explain how you will teach other children to protect themselves
• Keep all parents informed
• While it is not useful to release the names of children who bite, you should inform parents that you consider biting
a serious matter and have a strategy in place for dealing with it. You could include this information in a letter (see
example on page 18) or speak to parents individually.
• If you work with toddlers, explain that biting is common in this age group and that it has no lasting developmental
significance.
• Reassure parents that you care for all the children and are actively working to protect their child from harm.
• Observe, monitor and record your progress in reducing biting incidents
• Congratulate yourself on progress no matter how small
• Reflect on the effectiveness of changes made to the environment and curriculum and make more changes if
necessary
• Ensure that all educators know how to respond (see your Policy and Procedures) and consistently respond in the same
way
• “Share the load” with your colleagues
• Discuss your progress and seek their advice and support
• Ask for feedback on your environment and alternative ways to set it up
• If biting incidents do not reduce over time, consider professional help and guidance. Contact your Inclusion Support
Agency or Professional Support Coordinator for information and advice. See the DEEWR website for contact details –
www.deewr.gov.au .

13
Working in partnership with families

Educators have a very difficult task balancing their responsibilities to all children and parents who use the service. Their
responsibility is to the child who bites, the child who is bitten, other children and all of their parents.
If biting becomes a problem, ensure that all parents are kept informed. Before parents become upset about the biting
problem, hold a parent meeting or send a newsletter home to let parents know what strategies/techniques they and the
educators can use. Parents need to know why toddlers bite, that it is a common problem whenever toddlers are brought
together in a group, and that educators will do everything possible to ensure the safety of their children.
The parents of any child who has bitten another child (or educator) should be informed as soon as is possible. Educators
and parents should work in partnership to develop a consistent approach that can be used in both the home and early
childhood setting4.

General Guidelines

sit ive rel ati on sh ips wi th parents and ensure that

3 Establis
there is
h
an
po
es tab lis he d ch an ne l of communication. Examples
e-news, blogs, notice board
,
include regular newsletters,
parent meetings.
are
is a problem and what you
Let parents know that there
3 doing to resolve it. Give the
m a copy of the relevant po
g biting in your service.
licy

and procedures for managin

development and positive

Provide information on child
3 behaviour guidance
a
t the service views biting as
Ensure they understand tha
3 serious matter and treats it
accordingly.

3 Be honest and provide fac

tual information.

s
t other children and familie
3 Maintain confidentiality abou

and answer their questions

Listen to parents’ concerns
3 truthfully.

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 When children bite | A resource for Early Childhood Educators

Common Questions
Why don’t educators just bite the child back?
When adults bite children for biting others, the child learns that it’s OK to bite if you are bigger and stronger than the
other person. Remember, children learn by observing and imitating. The child may become more likely to bite others
– particularly smaller children. Biting them back sends a very confusing message.

What if your solution doesn’t work?

If your solution does work, give yourself a pat on the back! If it doesn’t work, look again at the environment, the
consistency of educators’ responses or do more observations to determine if you have considered all aspects. You
may need to alter your approach or increase your vigilance. Always stay optimistic – maturity usually brings a
positive outcome. If the child continues regular biting beyond 3½ years, bites viciously, or bites and then smiles, seek
professional help and/or explore the possibility that this child needs an environment with fewer children and more 1:1
adult attention for a while.

What if nothing works?

Sometimes the best efforts of educators are unable to curb a child’s biting. This is so frustrating for educators that
many report that they get up in the morning dreading work and feel like a failure. When nothing works we all tend to
want to blame someone. Surely someone must be at fault? However, it seems that biting is one of those things that
must be endured with every effort made to prevent and minimise occurrences.

15
Links to the National Quality Framework and Early Years
Learning Framework
The suggestions in this booklet are aligned with the principles, practices and learning outcomes of the Early Years Learning
Framework and the National Quality Standards. Of particular relevance are:

National Quality Standards:

Quality Area 2: Children’s health and safety
Standard 2.3 Each child is protected
Quality Area 5: Relationships with children
Standard 5.1 Respectful and equitable relationships are developed and maintained with each child
Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with
other children and adults

Early Years Learning Framework (EYLF)

The pedagogical practices of the EYLF underpin the suggestions in this booklet. These practices that promote children’s
learning are:
• Holistic approaches
• Responsiveness to children
• Learning through play
• Intentional teaching
• Learning environments
• Cultural competence
• Continuity of leaning and transitions
• Assessment for learning

For more information about the pedagogical practices of the Early Years Learning Framework or the National Quality
Framework, visit the Australian Children’s Education and Care Quality Authority (ACECQA) www.acecqa.gov.au.

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 When children bite | A resource for Early Childhood Educators

Checklist for Responding to Biting in Early Childhood Settings

You might find the following checklist a useful starting point in assessing your current response to biting:

Have you gathered detailed observations over several days?

Are there patterns to the biting (e.g. before meals, inside, certain children?)

Are they teething?

Are you providing alternatives for them to chew on?

Are they simply exploring taste and texture with their mouth?
Can you provide more acceptable oral exploration activities?

Are they acting on impulse with the lack of self control common to toddlers?
Are you on hand to redirect and remind them it is not acceptable?

Are they learning about cause and effect?

Do you give them cause and effect toys and relevant activities?

Is the bite a way of saying ‘Hi!, can I join in? You’re in my way, this is fun!’
Have you shown them other ways of communicating with other children?
Can they learn more acceptable ways of interacting physically with others?

Is biting their way of demonstrating independence?

Are you providing them with lots of choices and given them special roles?

Are they over-excited or over-stimulated?

Is there a calm period after outside play?
Do you use small groups as a break from the hustle and bustle?
Are there too many activities to choose from?

Are they tense?

Can you include relaxation activities and soothing music?
Are there other acceptable ways for them to release pent-up emotion?

Are they under-stimulated?

Do you put out enough interesting toys and equipment?
Are there sufficient interesting activities to choose from?
Have they had enough time outside?

Is biting the best way to get noticed in your room?

Are educators actually spending time with children and noticing them for behaving appropriately?

Are they frustrated?

Do you have duplicates of popular toys?
Are they given a warning of transitions or are they expected to change suddenly?
Are they shown and encouraged to take turns?

Do parents feel their concerns are being heard?

Do they know the Centre is taking the problem seriously and has strategies in place for dealing with it?

Are there clear, written guidelines for responding to biting in each age group
Do all the educators know exactly how to respond to a biting incident?

Are educators being supported and encouraged?

17
Sample Letter to Parents

Dear Parents

Biting is a common and upsetting experience in early childhood services. It has a huge impact on everyone – the
children, you and all of our educators. We are currently experiencing biting episodes at our service. Unfortunately,
there is no magic cure and no-one to blame.

Toddlers bite for a variety of reasons and researchers tell us that it is a normal stage of development. We know that
it frequently occurs in early childhood settings because of the age of the children and the additional demands placed
on them by group care. No early childhood environment is immune and it occurs even with talented and dedicated
educators and a high quality curriculum.

Toddlers use biting to explore and learn, communicate with others, get control of their world and release tension.
Although biting may be part of normal development, it is not regarded as acceptable behaviour.

Rest assured we take every instance of biting seriously. We have strategies to deal with biting and take the following
action. We:

• anticipate and intervene where possible by observing and analysing the play environment

• do not punish biting behaviour

• let the child know that biting is unacceptable

• comfort and give lots of attention to the bitten child

• teach alternatives to biting by talking about ‘good’ and ‘bad’ biting with the child, and

• teach other children how to protect themselves from being bitten.

When we have episodes of biting, it can be very stressful for everyone. We will do everything possible to ensure
the safety of your child. If you would like more information on biting in child care, our policy and procedures, or the
strategies that we use, please ask (nominated person).

We encourage parents to work with us cooperatively to guide a biting child and other children safely through this
early period of development. I know that we can all work together to get through this difficult time.

Yours faithfully,

....................................................................
(service owner/manager/coordinator)

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 When children bite | A resource for Early Childhood Educators

References
Australian Children’s Education and Care Quality Authority (2011) The Guide to the National Quality Standard, Australia
Australian Children’s Education and Care Quality Authority (2011) The Guide to Education and Care Services National Law
and National Regulations, Australia
Care for Kids (retrieved 10 July 2012) Successfully dealing with a child who bites retrieved 10 July 2012 http://www.
careforkids.com.au/articlesv2/article.asp?ID=79

Child Australia (2011) Policies to Go By , Australia

Department of Education, Employment and Workplace Training (2009) Early Years Learning Framework, Australia

Department of Education, Employment and Workplace Training (2010) Educators Guide to the Early Years Learning
Framework, Australia

Kinnell, Gretchen (2008) No biting: Policy and Practice for Toddler Programs, Second Edition, Redleaf Press
Stonehouse, Ann (2010) A sensitive issue: Biting in child care. Putting Children First Issue 33 March 2010 pp. 14
-16 retrieved 10 July 2012 from http://ncac.acecqa.gov.au/educator-resources/pcf-articles/sensitive_issue_biting_
mar10%20.pdf
University of Alabama (retrieved 10 July 2012) Developing empathy: raising kids who care http://www.pal.ua.edu/
discipline/empathy.php
Zero to Three (retrieved 10 July 2012) Why do toddlers bite? Finding the right response http://www.zerotothree.org/
child-development/challenging-behavior/chew-on-this-resources-on-biting.html#Why

Useful Websites
ACECQA www.acecqa.gov.au
Child Australia www.childaustralia.org.au
Early Childhood Australia – www.earlychildhoodaustralia.org.au
Zero to Three www.zerotothree.org

Children’s books
Katz, Karen (2002) No Biting, Grossett and Dunlap (lift the flap book) 14 pages
Verdick, Elizabeth (2009) Teeth are not for biting, Free Spirit publishing (board book) 24 pages

Foot Notes
1
National Quality System Element 3.2.2. Resources, materials and equipment are sufficient in number, organised in
ways that ensure appropriate and effective implementation of the program and allow for multiple uses.
2
Early Years Learning Framework Outcome 1.1: Children feel safe, secure and supported
3
Bad applies to the action of biting – not to the child!
4
Refer National Quality Standard 6.1 Respectful supportive relationships with parents are developed and maintained.

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 Western Australia Office
PO Box 2562
Malaga WA 6944
Telephone: + 61 08 9249 4333
Facsimile: + 61 08 9249 4366
admin@childaustralia.org.au

Northern Territory Office

PO Box 37645
Winnellie NT 0821
Telephone: + 61 08 8941 4966
Facsimile: + 61 08 8941 6433
pscnt@childaustralia.org.au

Visit our website at:

www.childaustralia.org.au

Professional Support
Coordinator

enriching children’s lives since 1987