When Toddlers Scream, Cry, and Can't Tell You Why

If you are employed in a state that uses a registry to track professional development hours, you will be able to provide your registry ID (Stars, MOPID, Registry or other ECE ID#) after you have completed the quiz for the course. If you pass the quiz we will report your course completion to the state registry using the registry ID that you provide.

Understand why toddlers scream, cry, tantrum, and struggle to communicate their needs, and learn practical strategies for responding with confidence and compassion. Designed for early childhood educators who work with toddlers, this self-paced course explores emotional development, communication, co-regulation, common triggers, and developmentally appropriate guidance. Through real-life examples, reflection questions, and classroom activities, participants will learn how to recognize what toddlers may be communicating through their behavior and help children develop safer, more effective ways to express themselves. Course length – 4.0 hours.

This course will help answer the following questions:

• Why do toddlers scream, cry, and have tantrums?

• What are toddlers trying to communicate through their behavior?

• What are common triggers for challenging toddler behaviors?

• How can teachers help toddlers calm down and regulate their emotions?

• How can teachers help toddlers express their needs in more appropriate ways?

Participants who successfully complete this course will be able to:

• Identify at least four common developmental, environmental, or communication-related reasons toddlers may scream, cry, or have tantrums and correctly distinguish these triggers in at least 80% of practice scenarios.

• Demonstrate at least three developmentally appropriate co-regulation strategies for responding to a toddler experiencing a strong emotional reaction, as measured by scenario-based activities throughout the course.

• Develop a simple individualized response plan for one toddler in their care that identifies potential triggers, observable behaviors, possible needs, and at least three proactive strategies to support communication and emotional regulation.