Tiny Toddlers Big Bites

Cassie Martin

You know, Ashley, one of the biggest challenges I’ve seen over the years—both as an educator and in those, uh, broader support roles—is keeping young children in early learning settings when things get... tricky. I mean, when their behaviors push the boundaries of what teachers feel prepared to handle.

Ashley Reed

Oh absolutely. And "tricky" is putting it mildly. Managing challenging behaviors can feel overwhelming, like you’re teetering on a tightrope between supporting the child and maintaining classroom harmony.

Cassie Martin

Exactly. But that’s where programs like “AZ Steps” come in. Have you heard their motto? "Small Steps... Big Impact."

Ashley Reed

Yes! And it’s so fitting. The work they're doing under AZ Steps—the Statewide Training and Technical Assistance for Expulsion Prevention System—is all about giving educators those critical tools to prevent expulsions before they even become a consideration. I mean, it’s such a proactive approach.

Cassie Martin

It really is. And I love how it recognizes that, you know, early intervention matters. A lot. If we can support teachers at the moment they start to feel like they’re struggling, it can shift not just their experience, but also the long-term outcomes for kids.

Ashley Reed

Right. Because every time a child is expelled or removed, in many cases it's—well, it’s really like a ripple effect. We’re talking about emotional, social, and educational impacts that could last for years. This system provides training, technical assistance, even strategies for families, too, to make sure everyone’s on the same page. It’s all interconnected.

Cassie Martin

And let's not forget about the impact on educators themselves. I’ve seen teachers feel so isolated when dealing with extreme behaviors. Having a system like this in place... it’s a lifeline, really.

Ashley Reed

Exactly. And what I appreciate is, they’re not just focusing on behaviors in the classroom—

Cassie Martin

Mhm.

Ashley Reed

...but also building emotional literacy and communication skills that we know are fundamental to changing those behaviors. Honestly, it’s not just about making things easier in the moment; it’s equipping kids, families, and teachers for the long term.

Cassie Martin

I I think it's such a valuable shift. Address the behaviors, yes, but also equip everyone for what comes next. Taking those "small steps," as they call it... it really leads to big changes down the line.

Ashley Reed

And that’s why I’m excited to dig deeper into this, because, Cassie—we’ve gotta talk about one of the biggest challenges tied to this whole conversation: biting behaviors.

Cassie Martin

You’re absolutely right, Ashley—biting is one of those behaviors that can stir up so many emotions, and not just for the children involved. The whole classroom, and frankly the teacher’s mental state, can really feel the impact.

Ashley Reed

Oh, absolutely. And biting has this way of setting off alarm bells, right? It’s like a flashing neon sign for everyone involved—teachers, parents, even administrators. It’s such a strong emotional trigger, but then, when you look at why it happens, there’s usually a pretty clear connection to development.

Cassie Martin

Exactly. And more often than not, it’s not about aggression. It’s, uh, communication, isn’t it? Frustration, sensory needs, maybe even just imitation. But when biting behavior crops up, it can escalate quickly if it’s not, uh, approached with some understanding.

Ashley Reed

Right. And when it’s not addressed—or when teachers feel like they’re out of their depth—it can even start a spiral that leads to expulsion. You think about it, and biting really acts as that tipping point for so many kids, especially in early childhood settings.

Cassie Martin

And that’s where I think educators really need to be thoughtful, right? Biting behavior... it’s a symptom of something bigger. If we focus just on the act itself—how to stop it, how to manage it in the moment—without asking, "Why is this happening?", we miss the opportunity to really support that child.

Ashley Reed

Exactly. And it’s not just about stopping the behavior. It’s about using that moment, as challenging as it is—to teach. To guide kids through learning skills like self-regulation or even just finding the words to express what they’re feeling, uh, instead of, you know, biting down.

Cassie Martin

And the ripple effects, Ashley. I’ve seen classrooms where one biting incident, or a series of them, shifts the whole dynamic. It’s exhausting for teachers, and then parents might start pulling their children out, worried it’s gonna keep happening. It becomes a, um, crisis of confidence for everyone involved.

Ashley Reed

Right, right. And that’s why addressing biting behavior early—with a mix of understanding, strategy, and consistency—is critical. Not just to keep kids in the classroom, but also to set a foundation that mitigates, you know, harsher consequences down the road.

Cassie Martin

Absolutely. And I think about the long-term impacts—every instance of expulsion, every time a child is removed from their peers and those learning experiences... it’s setting the stage for continued challenges. The earlier we understand that connection, the better.

Ashley Reed

It’s a huge piece of the puzzle. Biting behaviors might feel like a small issue at first glance, but they’re often a doorway into understanding those bigger, systemic concerns.

Cassie Martin

Exactly, Ashley. Those bigger, systemic concerns you mentioned really resonate with me. When we zoom out, behaviors like biting—or even other challenges like aggression—start to tell a story about a child’s long-term development. It’s never just about what’s happening in the moment, is it?

Ashley Reed

No, not at all. In fact, we’ve seen how certain behaviors early on—like, say, physical aggression—can really stick with kids if they’re not addressed. I mean, studies consistently show that children who are physically aggressive at younger ages are more likely to continue that behavior as they grow older.

Cassie Martin

Right. And that’s the heartbreaking part... because if we don’t intervene early, we risk setting those children on a path where they’re not just struggling socially but academically too. And then that dreaded word comes into play—expulsion.

Ashley Reed

Exactly. It’s something we don’t talk about enough, but biting, of all things, is a huge contributor here. Did you know it’s actually the most common reason kids get expelled from daycare? That’s straight from the American Academy of Child and Adolescent Psychiatry.

Cassie Martin

And when you hear that, it really underscores why we need to be so proactive, doesn’t it? Expulsions don’t just impact that child—they can ripple through families and even entire classrooms. It’s like the behavior becomes bigger than itself, affecting everyone.

Ashley Reed

Totally. And it feels almost, uh, preventable, doesn’t it? Like, when kids act out, they’re communicating something—whether it’s that they’re overwhelmed or maybe they’re missing key emotional regulation skills. If we can tackle those underlying causes early on, we’re giving them tools that can shape their entire school journey.

Cassie Martin

And in doing that, we’re not just reducing behaviors in the moment but, uh, potentially changing their trajectory—keeping them engaged, included, learning. It’s why focusing on behaviors like biting isn’t small work; it’s foundational.

Ashley Reed

Absolutely. It ties right back to this idea that early intervention isn’t just about today; it’s about preventing expulsions entirely, both now and later.

Cassie Martin

And giving educators the confidence to manage those challenges along the way... that’s where the real change begins, I think.

Cassie Martin

Thinking about what we just said, Ashley, it’s no wonder early intervention is so critical—did you know studies show that about one in ten toddlers engage in biting? One in ten! When you realize how common this behavior is, it really reinforces the importance of addressing it effectively.

Ashley Reed

Wow, it really is. And it makes you realize just how universal this issue can be. I mean, if you’ve got a classroom of ten toddlers, chances are, at least one of them is going through that phase. And the way it affects the group dynamic? It’s no small matter.

Cassie Martin

Not at all. And to me, it highlights how important it is to approach biting behaviors not as isolated incidents but as part of normal developmental milestones. I mean, kids bite for all kinds of reasons, right? For some, it’s sensory exploration. For others, it’s frustration or even a lack of language skills.

Ashley Reed

Exactly. And honestly, Cassie, when I hear "one in ten," it also tells me that biting isn’t this rare, shocking behavior that only happens to, you know, “problem kids.” It’s a pattern—a predictable one, at that—because most toddlers are still figuring out how to communicate in socially acceptable ways.

Cassie Martin

Right. And knowing that, I think it really changes the lens through which we view those moments. Instead of immediately reacting with frustration or even alarm, as educators or parents, we can step back and think, "Okay, this is a stage. What does this child need from us right now?"

Ashley Reed

Yes, because biting isn’t about being aggressive in the way we sometimes think. It can be developmental, situational... I mean, toddlers don’t exactly have a manual for calming down when emotions bubble up. Biting often becomes their go-to because it gets a reaction—it solves their "problem," so to speak, even if it’s not the reaction they wanted.

Cassie Martin

Mhm, mhm. And let’s be real here, Ashley, that reaction? It’s usually a big one. Teachers, parents, even other kids—they all respond immediately to biting. So, it’s not surprising that some children, especially at that age, might start thinking of it as their default when they’re overwhelmed.

Ashley Reed

Absolutely. It's like, for a toddler, they’re thinking, “Well, this works.” And if the behavior isn’t addressed thoughtfully, it can spiral into a bigger issue. But as challenging as biting can be in the moment, when we zoom out and see it as part of a larger pattern, it becomes an opportunity to really teach those self-regulation skills.

Cassie Martin

Right. And teaching those skills at the toddler stage, while they’re still developing their emotional literacy, can have such lasting benefits. It’s about helping them, uh, navigate the complexity of their feelings without resorting to physical expressions like biting. Really foundational work.

Ashley Reed

And it’s foundational for the educators, too. When teachers understand that behaviors like biting are part of a child’s natural development, it can take away some of that immediate stress or even shame they might feel for not “preventing” it. Instead, they can shift their focus to supporting the child—and themselves—through the process.

Cassie Martin

Exactly. And that one-in-ten statistic really serves as a reminder that none of us faces these challenges alone. Biting, as difficult as it is, is one of those, uh, shared experiences in early childhood education that we can learn and grow from together.

Cassie Martin

And, Ashley, building on what we were saying about biting being such a common experience, let’s dig into the reasons behind it. I mean, we know it’s not always about aggression or even frustration, right?

Ashley Reed

Right—so often, it’s about exploration or even curiosity. For some toddlers, biting is just, well—it’s experimental. They’re wondering, "What happens if I bite? How does it feel? What kind of reaction will I get?"

Cassie Martin

Exactly. And you know, when you watch toddlers closely, it’s almost like they’re conducting a little experiment each time they bite. They’re exploring cause and effect, figuring out their world one reaction at a time. It’s fascinating in its own way, but when you’re on the receiving end? Uh, not so much.

Ashley Reed

Not at all. It can be really distressing, especially for teachers or parents who are trying to manage it in the moment. But what’s tricky is when the biting is more about seeking attention or even connection. That’s where things can get... layered.

Cassie Martin

Oh definitely. Because for toddlers, attention—even if it’s negative—can feel rewarding. They might not yet have the words to say, "Hey, I need you" or "I want you to notice me," so biting becomes their way of making sure they, uh, aren’t ignored.

Ashley Reed

And that’s where our response as adults matters so, so much. If a toddler bites and we respond with big emotions—whether it’s frustration, shock, or even too much soothing—it can actually reinforce that behavior. They realize biting works, you know?

Cassie Martin

Yeah, yeah. It’s such a fine line, isn’t it? On one hand, we need to address the behavior and set clear boundaries. But on the other, if we overreact or give too much attention, we can, uh, inadvertently encourage it.

Ashley Reed

Exactly. That’s why it’s so important to keep our response simple and consistent. And I know it’s easier said than done when you’re mid-chaos, but a calm, matter-of-fact approach can make a huge difference. It sends the message that biting isn’t okay, without turning it into a bigger event.

Cassie Martin

Mhm, mhm. And I think that simplicity is key. Acknowledge the behavior, redirect, and then—most importantly—offer them another way to connect. Because fundamentally, that’s what a lot of toddlers are seeking, isn’t it? Connection.

Cassie Martin

Right, Ashley, speaking of behaviors and the reasons behind them, what about when those actions suggest that a toddler has unmet needs? I feel like that’s where things can get really complex, don’t you think?

Ashley Reed

Absolutely. Unmet needs are often at the core of so many challenges we see. And in early childhood, those needs can be sensory, emotional, even developmental. It’s like—until they’re met, the behavior is their way of communicating it.

Cassie Martin

Exactly. And sensory needs, in particular, can be tricky to pinpoint, right? I mean, one child might be seeking more texture or movement, while another is trying to avoid too much of it. It's such a balancing act.

Ashley Reed

Absolutely. Take something like food, for example. Offering foods with different textures, temperatures, or flavors—it’s such a simple strategy, but it can make a big difference for kids who are, kinda, craving those sensory experiences.

Cassie Martin

Right, and it’s not about forcing it but giving them options. I I remember one toddler I worked with—he would completely light up when given crunchy snacks like carrots or crackers. That crunch, it seemed to calm him down almost instantly. It was amazing to watch.

Ashley Reed

That’s such a great example. And I think it’s really about observing the child—what they gravitate toward, what seems to soothe or engage them. Some kids love warm foods; others respond better to something cold, like frozen fruit. It’s all about figuring out their preferences.

Cassie Martin

Mhm. And I think these small adjustments show kids that their needs are seen and respected. It’s not just about the food itself, right? It’s the message we send when we take the time to really understand what they’re telling us through their behavior.

Ashley Reed

Exactly. And when we meet those sensory needs, it can have such a profound impact—not just on reducing certain behaviors but also on their overall sense of safety and connection in the classroom or at home.

Cassie Martin

It’s kind of amazing, isn’t it? How something as simple as, say, varying the texture of a snack or offering a new flavor can make a child feel more regulated, more at ease. It’s a small thing with a big impact.

Ashley Reed

Right. And it’s such a clear reminder that behaviors are communication. If we’re paying attention, those moments can guide us toward the things kids might not have the words—or the ability—to articulate yet.

Cassie Martin

You know, Ashley, thinking about how meeting a child’s needs helps them feel safe and connected, it’s making me reflect on boundaries, too. It strikes me how easy it is to... well, get them wrong. I mean, unclear or inconsistent boundaries can leave kids feeling, you know, kind of untethered. It’s like, they don’t know what to expect from us.

Ashley Reed

Right—and when boundaries aren’t firm, it creates this grey area, doesn’t it? For kids, that lack of clarity can be confusing and, honestly, a little scary. They thrive on consistency.

Cassie Martin

Exactly. I’ve worked with so many teachers who felt burned out because their efforts to manage a classroom just, uh, weren’t sticking. And when we looked closer, it wasn’t that they weren’t setting boundaries—it was that the boundaries weren’t consistent or clear enough to resonate with the kids.

Ashley Reed

That’s so true. And I think sometimes we forget how much toddlers are, well, kind of testing the waters. If they don’t see a clear boundary the first time, they’ll push until they figure out where it is. It’s like they’re asking, "Is this okay? No? What about now?"

Cassie Martin

Mhm, mhm. And that’s where things can spiral, right? Because if we’re inconsistent, we’re unintentionally giving mixed messages. It’s not just confusing for the child—it’s exhausting for the adult trying to respond.

Ashley Reed

Right. But here’s the thing—when we shift to clear and consistent boundaries, it changes the whole dynamic. For example, if a child bites, a firm response like, "We don’t bite. Biting hurts," delivered calmly but consistently every time, sends a clear message. They start to connect the dots.

Cassie Martin

And it’s amazing how quickly kids respond when they feel that, uh, predictability. It’s like they start to understand, "Oh, okay, this is how it works." And that bit of structure can be so reassuring for them, even if they don’t realize it.

Ashley Reed

Exactly. And it’s not just about saying no—it’s about pairing that boundary with an alternative. Like, "We don’t bite. Let’s use our words to say… ‘I’m frustrated’ or ‘I want that toy.’" We’re not just stopping the behavior; we’re teaching a replacement skill.

Cassie Martin

Oh, absolutely. And I think it’s important to model those replacement skills, too. Like, openly saying things like, "I see you’re upset. Let's figure this out." It shows kids that communication is not only possible but expected.

Ashley Reed

Right. And when teachers model it, it reinforces that boundary while also showing kids that conflict resolution doesn’t have to include, you know, biting or hitting. It becomes this consistent learning moment for them.

Cassie Martin

And honestly, Ashley, it’s such a relief for teachers, too. Having clear strategies to fall back on—ones that work and that everyone understands—it takes away some of the guesswork and stress. It’s empowering.

Cassie Martin

You know, Ashley, building on what we just talked about—those clear boundaries and teaching replacement skills—what do you think is the very first and most important step an educator should take when biting actually happens? Let’s explore how we can turn those moments into teaching opportunities.

Ashley Reed

Well, first and foremost, you’ve gotta stop the behavior, right? I mean, the priority is keeping everyone safe. Interrupting it quickly but calmly is key. That means stepping in right away with a firm, clear "No biting. Biting hurts."

Cassie Martin

Right, and I think that clarity is so important—for both the child doing the biting and the child who’s been bitten. It sets that immediate boundary while also creating a sense of control in what, uh, can otherwise be a very stressful moment.

Ashley Reed

Exactly. And it’s not just about stopping the biting—it’s about what happens after. You can’t skip over helping the victim. Comforting them, checking for any physical harm—those steps show we’re prioritizing their well-being and, uh, sending the message that we care.

Cassie Martin

And I think it’s also an important moment for modeling compassion, isn’t it? When teachers or caregivers address the victim first, it, uh, not only reassures them, but it also starts teaching the child who bit about empathy and the impact of their actions.

Ashley Reed

Right—because even at two or three years old, kids can start to learn those lessons. And speaking of age, the way we respond should really depend on the child’s developmental stage. You wouldn’t handle biting with a two-year-old the same way you would with a five-year-old, would you?

Cassie Martin

Not at all. With toddlers, it’s often more about redirection and meeting their needs in the moment—whether it’s offering a chewable toy or helping them find words. But with older kids, like preschoolers, there’s, uh, usually more room for a reflective conversation. Asking them, "What could you do instead of biting?" helps shift their focus to problem-solving.

Ashley Reed

Exactly. And that’s where parent involvement becomes key, too. I mean, families need to be part of this process from the get-go. If biting becomes a recurring behavior, sitting down with parents to discuss strategies and steps forward is, uh, non-negotiable.

Cassie Martin

Absolutely. Because if parents and teachers aren’t on the same page, it creates confusion for the child. And if initial strategies don’t seem to work, Ashley, wouldn’t you say providing resources—like information on developmental or behavioral evaluations—can be a game-changer?

Ashley Reed

Oh, it can, for sure. Sometimes persistent biting is a sign of something deeper, like sensory or developmental needs. Connecting families to resources for evaluations helps them understand and address those underlying factors. It turns what feels like a problem into an opportunity for growth.

Cassie Martin

That’s such a good point. And when teachers and parents work together toward solutions, it creates this united front—one that not only addresses the behavior but supports the child holistically. It’s such a powerful reminder that behaviors like biting aren’t just moments to manage. They’re moments to teach, to guide, to connect.

Ashley Reed

Exactly. And when we respond thoughtfully, we’re not just helping kids in the moment. We’re shaping the skills and emotional foundations they’ll carry with them for, well, the rest of their lives.

Cassie Martin

And that’s what it all comes down to, Ashley. This work we do—it’s foundational. Helping children through challenges like biting isn’t always easy, but it has such far-reaching impact. On that note, I’ve gotta say—this conversation has been so rewarding. Thank you for helping unpack all of this with me.

Ashley Reed

Oh, thank you, Cassie. It’s always great to talk through these big, important topics. And hopefully, it’s given our listeners some practical tools—and maybe even a little encouragement—for navigating these moments!

Cassie Martin

Definitely. And to everyone who joined us today, thank you for listening. Take care, and we’ll see you next time!