Describing the frustration felt by early childhood educators when they encounter challenging behaviors that do not respond to their usual guidance and disciplinary measures, this guide, in English and French, is designed to give the information and skills needed to cope with children with challenging behaviors. The guide is based on the view that when teachers are prepared to handle or prevent challenging behaviors, children feel safe, and the challenging behavior is less severe, less frequent, and less contagious. The guide is organized in two parts. Part 1 explains the theory and research that underlie effective practice. This part focuses on biological and environmental risk factors related to challenging behavior, resilience characteristics, the prognosis for challenging behavior if left unchecked, the role of the brain in challenging behaviors, and the importance of early intervention. Part 2 describes strategies for managing challenging behaviors. The importance of a caring relationship between teacher and child and of preventing challenging behaviors is emphasized. This part also examines the role of the physical environment, the program schedule and content, and the social context. Physiological and behavioral signs of challenging behavior are delineated and suggestions are made for teacher interventions early in the challenging behavior process. The section presents the use of functional assessment as a tool to help teachers understand the reasons for challenging behaviors. Also discussed are the use of positive reinforcement, reasoning with children, time-out, restraint, empowering other children, identifying the need for expert advice, and parents as partners. A Functional Assessment Observation Form is appended. (Contains 109 endnotes and 34 references.) (KB)