Building Better Behaviour in the Early Years
Publication Year: 2009
Every early years setting strives to create a calm and positive atmosphere, where children can thrive and develop as successful and confident learners.
By asking you to reflect on how the ethos, practice, and general approach in your setting impacts on the behavior of both children and adults, this book suggests sensible ways to achieve an exciting and stimulating environment for all.
From an award-winning author team, there is down-to-earth advice, a number of common-sense solutions and all the essential information you will need to develop the best sort of setting, where everyone supports one another.
Chapters offer guidance on:
- Creating an enabling environment for all
- Developing a team-based approach
- Considering the whole child
- Working with parents, and other professionals
- Observing and assessing behavior
- Sharing good practice
The book includes case studies of children between ...
- Front Matter
- Back Matter
- Subject Index
Hands on Guide Series
Written by two Area SENCOs who work closely with pre-school SENCOs and managers on a daily basis, these books are packed with ready-to-use activities, photocopiable worksheets and advice ideal for all those working with the 0 to 5 age range, such as pre-school practitioners, nursery managers, advisory teachers, SENCOs, inclusion officers and child care and education students and tutors.
Other books in the series are:
A Practical Guide to Pre-School Inclusion (2006)
Developing Pre-School Communication and Language (2007)
Working with Parents of Children with Special Educational Needs (2007)
Recognising and Planning for Special Needs in the Early Years (2009)
© Chris Dukes and Maggie Smith 2009
Illustrations © SAGE, 2009
First published 2009
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
All material on the accompanying CD-ROM can be printed off and photocopied by the purchaser/user of the book. The CD-ROM itself may not be reproduced in its entirety for use by others without prior written permission from SAGE. The CD-ROM may not be distributed or sold separately from the book without the prior written permission of SAGE. Should anyone wish to use the material: from the CD-ROM for conference purposes, they would require separate permission from SAGE. All material is © Chris Dukes and Maggie Smith, 2009.
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This book is dedicated to Eithne Leming and SallyAnn Hart who have inspired and taught us so much.[Page viii]
About the Authors[Page ix]
Chris Dukes is a qualified teacher with over 20 years' experience. She has worked in various London primary schools as a class teacher and later as a member of the Senior Management Team. Chris has a Masters degree in Special Needs and through her later roles as a SENCO and support teacher, many years' experience of working with children with a variety of needs. Chris has worked closely with staff teams, mentoring, advising and supervising work with children with additional needs, as well as with other education and health professionals. Chris currently works as an Area SENCO supporting Special Needs Coordinators and managers in a wide range of preschool settings. As well as advising she writes courses, delivers training and produces publications.
Maggie Smith began her career as a nursery teacher in Birmingham. She has worked as a peripatetic teacher for an under-5s EAL Team and went on to become the Foundation Stage manager of an Early Years Unit in Inner London. Maggie helped to set up an innovative unit for young children with behavioural difficulties and has also worked supporting families of children with special needs. She has taught on Early Years BTEC and CACHE courses at a college of higher education. She currently works as an Area SENCO supporting Special Needs Coordinators and managers in a wide range of pre-school settings. As well as advising she writes courses, delivers training and produces publications.[Page x]
Contents of the CD-ROM[Page xi]How to Use the CD-ROM
The CD-ROM contains pdf files of the worksheets from this book organised by chapter. You will need Acrobat Reader version 3 or higher to view and print these pages.
The documents are set to print at A4 but you can enlarge them to A3 by increasing the output percentage using the page set-up settings for your printer.
Throughout the book, you will see this CD icon used This indicates that the material you are looking at is also available electronically on the accompanying CD-ROM.Contents of the CD-ROMIntroduction
01 Poem ‘So it is with behaviour’
02 Some common behaviour characteristics: 16–26 months
03 Ideas to try: 16–26 months
04 Some common behaviour characteristics: 22–36 months
05 Ideas to try: 22–36 months
06 Some common behaviour characteristics: 30–50 months
07 Ideas to try: 30–50 months
08 Some common behaviour characteristics: 40–60+ months
09 Ideas to try: 40–60+ months
10 Taking a holistic view
11 Some social factors which can affect a child's progress or behaviour
12 Dealing with feelings
13 Factors within a setting which positively affect behaviour
14 What affects how we interpret and/or respond to children's behaviour
15 Spirals of behaviour
16 Audit: Does our setting encourage positive behaviour?
17 Action Plan[Page xii]
18 25 Golden behaviour strategies for practitioners and parents
19 Being ‘Emotionally flooded’
20 Themed Observation Sheet
21 Themed Observation Follow-up Sheet
22 Tracking Observation Sheet
23 Tracking Observation – Setting Plan
24 Observing and Recording Behaviour Example sheet
25 Behaviour Follow-up Example Sheet
26 Observing and Recording Behaviour Blank Sheet
27 Behaviour Follow-up Blank sheet
28 Success with Behaviour
29 Behaviour Support Plan
30 Points for practitioners: Attachment
31 Points for practitioners: Being a key person
32 Points for practitioners: Learning styles
33 Points for practitioners: Promoting children's independence
34 Points for practitioners: Offering choices
35 Points for practitioners: Visual timetables
36 Points for practitioners: Supporting children to share
37 Points for practitioners: Developing positive listening and talking skills
38 Points for practitioners: Developing good body language
39 Points for practitioners: Circle time
40 Points for practitioners: Puppets and persona dolls
41 Points for practitioners: 25 ways to say ‘Well done’
42 Points for practitioners: 25 ways to build self-esteem
43 Let's talk about … schemas
44 Let's talk about … biting
45 Let's talk about … swearing
46 Let's talk about … tantrums
Our starting point for this book is that behaviour should be viewed in the same way as any other area of the early years curriculum. Children need to be shown and supported in how to develop better behaviour by the adults around them, and behaviour cannot be separated from a child's personal, social and emotional development.
In writing this book we have set out to illustrate that:
- issues around behaviour are complex and can evoke strong feelings;
- there is rarely a single answer or a magic wand to resolve difficulties;
- settings which have built better behaviour are those which are able to look at each child holistically and are reflective about themselves and their environment;
- when practitioners are able to be reflective they can create a setting that is proactive and positive about behaviour;
- practitioners with a ‘can do’ attitude feel confident that they can guide and support children to develop better behaviour;
- there are some key strategies, skills and resources which will help to build better behaviour.
This book will invaluable to:
[Page xiv]A Note on the Text
- Pre-school practitioners
This book will enable you to develop your knowledge and understanding of children's behaviour. You will be supported by practical examples and strategies to use within your setting. The Hands-on activities will provide a starting point for team discussion.
- Tutors and students
This book will increase your awareness of issues surrounding behaviour. It will provide a starting point for building on your own current and future practice. The Hands-on activities can be used as short assignments.
Use this book to support pre-schools to build better behaviour. The strategies and skills banks particularly can be used for staff training and the chapters on the holistic child and the reflective setting are an excellent starting point for whole-team development.
The case studies included in this publication are a composite of numerous children in various settings distilled from the authors' many years of experience. They are not specific to any one child, practitioner or setting.
Poem: So it is with Behaviour[Page xv]
Learning to behave is a bit like learning to ride a bicycle.
No child is born knowing how to ride a bike but some have more aptitude for it than others and some catch on quite quickly.
Other children have to persevere and be shown over and over again or have to have someone running alongside to steady them. So it is with behaviour.
While they are learning they may need the extra support of three wheels or stabilisers before they have the confidence to try on two wheels.
They often wobble and lose their balance; sometimes they fall off and have to start over again. Even when they feel they have mastered it, they might find themselves on unfamiliar roads or uneven surfaces which can make them wobble and fall off all over again. So it is with behaviour.
So every cycle ride is something of a trial and error – they never quite know what they will encounter or how well they will coordinate the steering and pedalling and they still need someone to help them along the right path. So it is with behaviour.
Practitioners and parents are like the extra wheels or stabilisers on the bicycle.
They keep children steady until they are ready to try to balance by themselves.
As children become more confident adults can step back a little but are still alongside
them to help them when they make a mistake, forget what they have been taught or
encounter a difficult path.
So it is with behaviour.
By Chris Dukes and Maggie Smith[Page xvi]
Contacts and Useful Organisations[Page 97]
Chris Dukes and Maggie Smith (authors of Hands on Guides)
National Early Years Network
77 Holloway Road London N7 8JZ Tel: 020 7607 9597
124 Mildred Avenue Watford WD18 7DX http://www.netmums.com
References[Page 99]2003) The Thinking Child Resource Book, The Early Years Series. Network Educational Press.(Department for Education and Employment (2001) Special Educational Needs: Code of Practice. DfEE. Department for Education and Skills (2007) Statutory Framework for the Early Years Foundation Stage. DfES.Department for Education and Skills (2008) Practice Guidance For the Early Years Foundation Stage. DfES.1986) Children's Minds. HarperCollins.(2005) Young Children's personal, Social and Emotional Development,(2ndedn. Paul Chapman Publishing.2008) Encouraging Positive Behaviour in the Early Years: A Practical Guide,(2ndedn. Sage. http://dx.doi.org/10.4135/97814462213582009) Recognising and Planning for Special Needs in the Early Years. Sage.and (2004) Behaviour in the Early Years. David Fulton., and (National Children's Bureau Enterprise Ltd (2003) Early Years and the Disability Discrimination Act 1995: What Service Providers Need to Know. NCB.2006) Reflective Practice in the Early Years. Open University Press.and (2003) Young Children's Behaviour: Practical Approaches for Caregivers and Teachers. Paul Chapman Publishing.(2006) Setting the Scene for Positive Behaviour in the Early Years: A Framework for Good Practice. Routledge.(2007) Supporting Personal, Social and Emotional Development, Everything Early Years How To … Series. Everything Early Years.([Page 100]