Goals and objectives work hand-in-hand in educating children. Goals for teaching a child about limitations and boundaries should be positive in nature. To meet these goals, behavioral objectives need to be measurable in some fashion. For instance, a goal might be to teach a child how to play nicely with others. The behavioral objectives for this goal might include learning to share toys.
When setting goals and objectives, keep in mind the age of the child. For instance, babies may not realize that other babies are fellow human beings and not playthings. This could lead to exploratory contact that might upset, or even injure, another child. Older children, such as toddlers, may recognize the idea of other children, but may not be aware of the effects of their actions, such as understanding that punching or biting another child can hurt.
Some children learn and develop faster than others, and it is important to know the child you are teaching, in terms of what she is capable of. Boundaries are a subject that can be complex; nothing is wrong with teaching a child that she should always "keep her hands to herself," but there may be situations in which certain types of physical contact is appropriate. A good teacher can explain the need for good behavior, but be flexible enough to help each child meet that standard.
When children have trouble meeting goals and objectives, it is easy to start pointing fingers. Parents blame teachers, or the child, or even each other and themselves, when boundary lessons do not go according to plan. Playing the blame game does not help anyone, least of all the child. It is far better to analyze why teaching methods are not working, or if goals are unrealistic, than to simply complain that a child is misbehaving.