Table number | Table title |
|---|
Figure 1.1 | Systems influencing transition to school |
Table 3.1 | Numbers of children identified for participation |
Table 3.2 | Number of participating parents |
Table 3.3 | Purposes of the research tools |
Table 3.4 | ECERS and ITERS item categories |
Table 4.1 | % children with behaviour difficulties (Daily Hassles data) |
Table 4.2a | % of children per SDQ level - parental |
Table 4.3a | % children by age in each SDQ level |
Table 4.4a | Parental perceptions - the relationship between pro-social behaviour and gender |
Table 4.5a | Emotional domain - Parent SDQ |
Table 4.6a | Conduct domain - Parent SDQ |
Table 4.7a | Peer relationships domain - Parent SDQ |
Table 4.8a | Hyperactivity domain - Parent SDQ |
Table 4.9a | Pro-social relationships domain - Parent SDQ |
Table 4.10a | Impact of perceived difficulties on friendships |
Table 4.11 | Adult Strategies data - Behaviours causing some difficulty for staff, children or the setting as a whole |
Table 4.12 | Total numbers of children for whom SDQ returns were received by age |
Table 4.13 | Responses to staff designation on T- SDQ child returns |
Table 4.2b | Total Difficulties as perceived by staff across T- SDQ Levels - % of children per level |
Table 4.3b | Percentage of children by age in each T- SDQ level |
Table 4.4b | Staff perceptions of the relationship between pro-social behaviour and gender |
Table 4.14 | Numbers of cases on each T- SDQ scale by level of behaviour |
Table 4.5b | Emotional Domain Teacher/Staff SDQ |
Table 4.6b | Conduct domain Teacher/Staff SDQ |
Table 4.7b | Peer relationships domain - Teacher/Staff SDQ |
Table 4.8b | Hyperactivity domain - Teacher/Staff SDQ |
Table 4.9b | Pro-social Relationships domain - Teacher/Staff SDQ |
Table 4.15 | Comparison of responses of parents and practitioners on the SDQ in placing children in the normal range |
Table 4.16 | Numbers/ % of staff expressing levels of concern/lack of concern about children's difficulties in concentration by strata |
Table 4.17 | Numbers/ % of staff expressing levels of concern/lack of concern about children's difficulties in relationships by strata |
Table 4.18 | Numbers/ % of staff expressing levels of concern/lack of concern about children's difficulties with emotions and feelings by strata |
Table 4.19 | Numbers/ % of staff expressing levels of concern/lack of concern about children's difficulties with self esteem by strata |
Table 4.20 | Numbers/ % of staff expressing levels of concern/lack of concern about children's difficulties with toileting by strata |
Table 4.21 | Numbers/ % of staff expressing levels of concern/lack of concern about children's difficulties with sleeping by strata |
Table 4.22 | Numbers/ % of staff expressing levels of concern/lack of concern about children's difficulties with eating and appetite by strata |
Table 4.23 | Well-being levels in 1 st round of screening |
Table 4.24 | The relationship between well-being and child age |
Table 4.25 | Number and age of observed children- involvement |
Table 4.26 | Levels of involvement round 1 |
Table 4.27 | Levels of involvement round 2 |
Table 4.28 | Levels of involvement by age |
Figure 5.1 | Parent Focus Group Composition |
Table 5.1 | Level of skill and preparation for supporting children's behaviour expressed by staff |
Table 5.2 | Ways in which staff support children's positive behaviour |
Table 5.3 | Ways in which sharing of information between professionals and families is seen to be helpful by staff |
Table 6.1 | Before transition - emotionally |
Table 6.2 | Before transition - relationships |
Table 6.3 | Before transition - concentration and engagement |
Table 6.4 | Before transition - behaviour |
Table 6.5 | After transition - emotionally |
Table 6.6 | After transition - relationships |
Table 6.7 | After transition - concentration |
Table 6.8 | After transition - behaviour |
Table 6.9 | Emotions at transition |
Table 6.10 | Responses to transitions practice focused questions |
Table 6.11 | Parents and practitioners - shared transitions themes |
Table 6.12 | Overview of the content analysis of transition records |
Table 6.13 | Parent comments on transition records |
Table 6.14 | Staff comments on transition records |
Table 7.1 | Extent to which staff feel they would benefit from more training to help support children's positive behaviour |
Table 7.2 | Areas in which staff would like more training |
Table 8.1 | Rationale for choice of case study settings |
Table 8.2 | Case Study Settings by type - identification of children |
Figure 8.1 | Average ECERS sub scale score - case study settings |
Table 8.3 | Numbers of children with well-being below level 3 |
Table 8.4 | Intervening early returns by age |
Table 8.5 | Emerging sense of self |
Table 8.6 | Self in relation to early years setting |
Table 8.7 | Feelings |
Table 8.8 | Relationships with adults |
Table 8.9 | Relationships with other children |
Table 8.10 | POMS 2.2 completed by parents |
Figure 8.2 | Overview of transitions records in case study settings |
Table 8.11 | Case Study 1 - ECERS scores |
Table 8.12 | Case Study 1 - Process Oriented Child Monitoring System |
Table 8.13 | Case Study 2 - ECERS |
Table 8.14 | Case Study 2 - POMS |
Table 8.15 | Case Study 2 - Well-being Scores (averages) |
Table 8.16 | Case Study 3 - ECERS |
Table 8.17 | All dimensions of emerging sense of self on Teacher H&S Case Study 3 |
Table 8.18 | Case Study 4 - ECERS |
Table 8.19 | Case Study 4 - POMS |
Table 8.20 | All dimensions of emerging sense of self on Teacher H&S Case Study 4 |
Table 8.21 | Case Study 5 - ECERS |
Table 8.22 | Case Study 5 - POMS - completed by parents |
Table 8.23 | All dimensions of emerging sense of self on Teacher H&S Case Study 5 |
Table 8.24 | Overview of transition records data - Case Study Setting 5 |
Table 8.25 | ITERS - ECERS |
Table 8.26 | All dimensions of emerging sense of self on Teacher H&S Case Study 6 |
Table 8.27 | Summary of Transitions Case Study participants |
Table 8.28 | ECERS - Case Study 7 |
Table 8.29 | All dimensions of emerging sense of self on Teacher H&S Case Study 7 |
Table 8.30 | Summary of Transitions Case Study 7 participants |
Table 8.31 | ITERS - ECERS - Case Study 8 |
Table 8.32 | All dimensions of emerging sense of self on Teacher H&S Case Study 8 |
Table 8.33 | Summary of Transitions Case Study 8 participants |
Figure 8.3 | Average ECERS sub scale score in 0-3 settings |
Figure 8.4 | Parent and staff perceptions of children in 'serious difficulties' category on SDQ |
Figure 8.5 | Staff perceptions of percentage of children's behaviours in 'serious difficulties' category on SDQ domains |
Figure 8.6 | Staff ratings of well-being and involvement at 2.5 and below |
Table 8.34 | Frequency of inter-agency links |
Table 8.35 | Average Scores on ECERS - ITERS |
Figure 8.7 | Overall Average Scores ECERS - ITERS |
Figure 8.8 | Comparison of 0-3 and 3-5 environments |
Figure 8.9 | Comparison of 3-5 and P1 environments |