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

DescriptionThe 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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Official Print Publication DateSeptember 2008
Website Publication DateSeptember 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