A Quick Guide to Behaviour Management in the Early Years

Books

Emily Bullock & Simon Brownhill

  • Citations
  • Add to My List
  • Text Size

  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Education at SAGE

    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

    Copyright

    View Copyright Page

    Dedication

    For the most patient man I know – Marco

    EmilyBullock

    For Curtis Jnr, AKA ‘Little Man’

    SimonBrownhill

    Acknowledgements

    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

    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

    Behavioural Observation Recording Sheet 1

    Behavioural Observation Recording Sheet 2

    Behavioural Observation Recording Sheet 3

    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.

    Effectiveness Rating Sheet for Strategies

    References

    Cowley, S. (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.
    Dix, P. (2010) The Essential Guide to Taking Care of Behaviour. Harlow: Pearson.
    Gardner, H. (2006) Multiple Intelligences: New Horizons in Theory and Practice. New York: Basic Books.
    Hardin, C.J. (2004) Effective Classroom Management: Models and Strategies for Today's Classrooms. Columbus, OH: Merrill Prentice Hall.
    Maslow, A.H. (1943) ‘A Theory of Human Motivation‘, Psychological Review50(4): 370–96.
    Ofsted (2006) Improving Behaviour. London: Ofsted.
    Piaget, J. (1951) The Psychology of Intelligence. London: Routledge.
    Rogers, B. and McPherson, E. (2008) Behaviour Management with Young Children. London: Sage.
    Shelton, F. and Brownhill, S. (2008) Effective Behaviour Management in the Primary Classroom. Maidenhead: Open University Press.
    Van der Veer, R. and Valsiner, J. (1991) Understanding Vygotsky: A Quest for Synthesis. Oxford: Basil Blackwell.

    • Loading...
Back to Top

Copy and paste the following HTML into your website