A Quick Guide to Behaviour Management in the Early Years
Publication Year: 2011
Managing the behavior of young children can be a real challenge, and this book provides you with 100 tried and tested ideas for the long, medium, and short term. It tells you how to select and adopt the right approach, how to analyze, reflect on, and modify your own practice to ensure that you are consistent, fair, and that positive behavior develops. The book suggests lively strategies that can keep behavior management fresh and effective. Advice is given to support children with special educational needs and examples of behavior management in different settings are shared. An easily accessible guide for all practitioners working with children aged 3 to 8.
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Teachers'/Practitioners' Management Strategies
- Chapter 2: Teachers/Practitioners and Child Management Resources
- Chapter 3: ‘Handy’ Behaviour Management Strategies
- Chapter 4: Personal Behaviour Management
- Chapter 5: Communicating Behaviour Resources
- Chapter 6: Structures and Approaches
- Chapter 7: ‘Timed’ Management Strategies
- Chapter 8: Influential Management Strategies
- Chapter 9: Reflective Resources
- Chapter 10: Rewarding Good Behaviour
Education at SAGE[Page ii]
SAGE is a leading international publisher of journals, books, and electronic media for academic, educational, and professional markets.
Our education publishing includes:
- accessible and comprehensive texts for aspiring education professionals and practitioners looking to further their careers through continuing professional development
- inspirational advice and guidance for the classroom
- authoritative state of the art reference from the leading authors in the field
Find out more at: http://www.sagepub.co.uk/education
© Emily Bullock and Simon Brownhill, 2011
‘Positive Praise’, ‘Puppets’, ‘Pictures and Posters’, ‘Stories’, ‘Parachutes’, ‘Whistle or Bell’, ‘Stamps’, ‘Learning Mentors’, ‘School Council’, ‘Educational Psychologists’, ‘Stickers’, ‘Outdoor Area’, ‘Music Sessions’, ‘Breakfast/After School Clubs’, ‘End of Term/Year Awards Assembly’, ‘Physical Games’, ‘Diet’, ‘Sand Timers’, ‘Reward Charts’ and ‘Extra Playtime’ © Helen Wilson, 2011
First published 2011
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.
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[Page viii]For the most patient man I know – Marco
For Curtis Jnr, AKA ‘Little Man’
Emily and Simon would like to sincerely thank Helen Wilson for her contributions to the book.
Emily would like to thank the following people:
- Dad, Zoe Bullock, Marco Nocita, Tessa Moore and Karen Holt for the editing of her contributions to this book.
- Mum for her brilliant illustrations and hard work.
- Kev Fisher and Zoe Bullock for their stylish modelling.
- The Bullocks in general for being awesome.
- My brilliant friends in the UK, Hong Kong and New Zealand.
Simon would like to thank the following people:
- Mark Woodfield, Karen Fisher and Janet Goldsbrough for their fantastic editing of his contribution to this book.
- Dave Orwin for the making of many of the ‘behavioural resources’ seen in some of the photographs.
- Pete Ashford for some of the brilliant illustrations.
- Richard Richards for taking some of the wonderful photographs in this book.
- Amanda Gonsalves, Melissa Ramplin and Joanna Zurawska for their ‘marvellous modelling’!
- My Mom, Pop and Sugarfluff for their continued love and support.
- My second family, my great friends, my work colleagues and the students I have the joy of working with at the University of Derby.
About the Authors[Page x]
Emily Bullock BEd is a classroom teacher based in Hong Kong. She is currently teaching at Shatin Junior School, an International School run by the English Schools Foundation. Her teaching experiences span the 3–10 age range with a particular emphasis on the early years having spent the majority of her teaching years in Years 1 and 2. She is currently working on her MEd and is in the process of researching her independent study which will focus on creativity in the International Baccalaureate (IB) Primary Years Program. Emily has had experience of delivering guest lectures at the University of Derby for both BEd Primary Teaching and BA Education Studies with a focus on behaviour management, dance and teaching students with English as an Additional Language (EAL).
Dr Simon Brownhill is a Senior Lecturer in the School of Education at the University of Derby. He currently supports delivery on the Foundation Degree (arts) (FdA) Children and Young Peoples Services (CYPS) (Pathway), BA Education Studies and MA Education programmes, and has experience of working on the Initial Teaching Training (ITT) BEd and PGCE 3–7 and 5–11 provision. His teaching experiences span the 3–13 age phase with a particular emphasis on the early years (3–7) where he was formally an assistant head teacher of a large inner-city primary school. His research interests include men in education (the focus of his doctoral study), creativity in the classroom, children's physical development, developing children's reading skills, and supporting children from culturally diverse backgrounds. His infinite fascination with children's behaviour and its effective management has been the focus of both his undergraduate (BEd) and postgraduate (MEd) research projects, and of three collaborative/single-authored books on the topic.
Appendices[Page 117]Behavioural Observation Recording Sheet 1[Page 118]Behavioural Observation Recording Sheet 2[Page 119]Behavioural Observation Recording Sheet 3[Page 120]Consider This
When reviewing the behavioural observations, consider the following before you take action:
- At what time of day do the incidents occur?
- Who is around the child when incidents occur?
- At what frequency does the behaviour occur? Is there only one type of behaviour that is repeating itself?
- Where does the behaviour occur?
- Is there a day of the week that more incidents occur?
- What do you think the child is trying to communicate?
- Has the child had support previously? If yes, what form of support has the child responded to in the past?
- Have colleagues who have worked with the child got any useful information that might support you in managing their behaviour?
- Could you speak to the child's family and discuss incidents that may have happened at home to affect the child's behaviour in the setting?
- If the family has not experienced any issues at home, can the family offer any ideas or strategies that they use at home?
- Are there any issues at home that you are aware of that parents/carers are not willing to divulge?
- Is this a one-off incident or is the child regularly involved in behavioural incidents?
- Is your relationship with the child good – maybe ask for a colleague's opinion?
- Is the child challenged by the work in your setting?
- Does the child find the work too challenging?
- Does the child respond better to child-initiated activities or teacher-led activities?
- How does the child respond socially to others in the setting?
Now having considered these points, look at the chapters and browse strategies that you feel may work for the child you have observed.[Page 121]Effectiveness Rating Sheet for Strategies
References[Page 122]2010) Getting the Buggers to Behave,(4th edn. London: Continuum.Department for Children, Schools and Families (DCSF) (2008a) Statutory Framework for the Early Years Foundation Stage. London: DCSF.Department for Children, Schools and Families (DCSF) (2008b) The Independent Review of the Primary Curriculum. Available at: http://www.education.gov.uk/publications/standard/publicationdetail/page1/BLNK-01010-2008. London: DCSF.2010) The Essential Guide to Taking Care of Behaviour. Harlow: Pearson.(2006) Multiple Intelligences: New Horizons in Theory and Practice. New York: Basic Books.(2004) Effective Classroom Management: Models and Strategies for Today's Classrooms. Columbus, OH: Merrill Prentice Hall.(1943) ‘A Theory of Human Motivation‘, Psychological Review50(4): 370–96.(Ofsted (2006) Improving Behaviour. London: Ofsted.1951) The Psychology of Intelligence. London: Routledge.(2008) Behaviour Management with Young Children. London: Sage.and (2008) Effective Behaviour Management in the Primary Classroom. Maidenhead: Open University Press.and (1991) Understanding Vygotsky: A Quest for Synthesis. Oxford: Basil Blackwell.and (