| Description | The full report of research into Positive Behaviour in the Early Years: Perceptions of Staff, Service Providers and Parents in Managing and Promoting Positive Behaviour in Early Years and Early Primary Settings |
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| ISBN | (Web Only) |
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| Official Print Publication Date | September 2008 |
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| Website Publication Date | September 12, 2008 |
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Professor Aline-Wendy Dunlop, Peter Lee, Jacque Fee, Anne Hughes, Dr Ann Grieve, Dr Helen Marwick in consultation with Professor Ferre Laevers, University of Leuven, with support from Colleen Clinton, Russell Ecob and Jackie Henry. Department of Childhood & Primary Studies, Faculty of Education , University of Strathclyde
ISBN 978 0 7559 1810 2 (Web only publication)
This document is also available in pdf format (936k)
Contents
ACKNOWLEDGEMENTS
Authors' notes
LIST OF TABLES AND FIGURES
EXECUTIVE SUMMARY
1 Aims and objectives
2 Methods
3 Key findings
4 Conclusions
CHAPTER ONE CONTEXT - PERCEPTIONS OF YOUNG CHILDREN'S BEHAVIOUR
CHAPTER TWO AIMS AND PURPOSE
CHAPTER THREE METHODS
3.1 Introduction
3.2 Number of children
3.3 Number of participating parents
3.4 Participating settings
3.5 Deprivation Indices
3.6 Instruments
3.7 Process
3.8 Response rate
3.9 Data gathered
3.10 Analysis
3.11 Answering the four main questions
3.12 Presentation of findings
CHAPTER FOUR WHAT IS THE EXTENT AND NATURE OF BEHAVIOUR DIFFICULTIES AMONG CHILDREN IN EARLY YEARS AND EARLY PRIMARY SETTINGS?
4.1 Introduction - perceptions of young children's behaviour
4.2 Parental perceptions of the extent and nature of behaviour difficulties
4.3 Staff perceptions of the extent and nature of behaviour difficulties
4.4 Summary of parental and staff perceptions of behaviour using the SDQ behavioural domains
4.5 Further analysis of staff strategies data
4.6 Well-being and involvement
CHAPTER FIVE WHAT STRATEGIES DO PARENTS, PRACTITIONERS AND SERVICE PROVIDERS USE TO MANAGE BEHAVIOUR AND PROMOTE PRO - SOCIAL BEHAVIOUR?
5.1 Introduction
5.2 Parental strategies
5.3 Parental Focus Groups
5.4 Staff strategies
CHAPTER SIX WHAT PRACTICES CAN BE IDENTIFIED BY STAFF AND PARENTS AS SUCCESSFUL IN RELATION TO SUPPORTING TRANSITIONS FROM NURSERY/PRE-SCHOOL TO PRIMARY SCHOOL?
6.1 Introduction
6.2 Staff perceptions of transitions
6.3 Staff support practices for transition
6.4 A transitions focus - Progress Records
CHAPTER SEVEN WHAT EFFECTIVE APPROACHES TO TRAINING AND SUPPORT CAN BE IDENTIFIED FOR STAFF IN EARLY YEARS SETTINGS?
CHAPTER EIGHT CASE STUDIES
8.1 Background to Illustrative Case Studies
8.2 Overview of Setting Case Studies
8.3 Individual Setting Case Studies
8.3.1 Case Study 1 - Nursery School
8.3.2 Case Study 2 - Primary with Nursery Class and linked Family Centre
8.3.3 Case Study 3 - Child and Family Centre
8.3.4 Case Study 4 - Private Partner Provider
8.3.5 Case Study 5 - Primary School and Nursery Class
8.3.6 Case Study 6 - Nursery Centre
8.3.7 Case Study 7 - Nursery School
8.3.8 Case Study 8 - Private Partnership Provider
8.4 Themed Case Studies
8.4.1 Background to Themed Case Study
8.4 2 Under threes
8.4.3 Multi-professional/inter-agency
8.4.4 Learning environments
8.4.5 Parental participation
CHAPTER NINE DISCUSSION AND CONCLUSIONS
9.1 Discussion
9.2 Conclusions
References
Additional Bibliography
ANNEXES TO REPORT
Annex 1 - Elaboration of research methods
Annex 2 - Additional analysis
Annex 3 - Research instruments and coding category example
Annex 4 - Technical appendix
Annex 5 - Analysis of teacher perception data for sub-group of 681 children for whom no parental data is held
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