Positive behaviour in the early years: research report

References

Abdelnoor, A. (1999) Preventing Exclusions. London: Heinemann.

Bourdieu, P. (1991). Language and symbolic power. Cambridge: MASS: Harvard University Press.

Bronfenbrenner, U. (1989) Ecological Systems Theory. In R. Vasta (Ed.) (1992 ), Six Theories of Child Development : Revised Formulations and Current Issues (pp. 187-249). London & Bristol, Penn.: Jessica Kingsley.

Brooks-Gunn, J., Currie, J., Emde, R.E., Zigler, E,. (2003) Do You Believe In Magic?: What We Can Expect From Early Childhood Intervention Programs. Social Policy Report Volume XVII, Number 1. 3-15. Society for Research in Child Development.

Burman, E. (1994) Deconstructing Educational Psychology. London: Routledge.

Campbell, S. B. & Ewing, L. J. (1990). Follow up of hard-to-manage pre-schoolers: Adjustment at age 9 and predictors of continuing symptoms. Journal of Child Psychology and Psychiatry 3, 6, 871-889 .

Caprara, G., Barbaranelli, C., Pastorelli, C., Bandura, A., Zimbardo, P., (2000) Pro-social foundations of children's academic achievement. Journal of Psychological Science 11, 4, pp.302-306

Crnic K A & Greenberg M T (1990) Minor parenting stresses with young children. Child Development. 61: 1628-1637.

Crnic K A & Booth C L (1991) Mothers' and fathers' perceptions of daily hassles of parenting across early childhood. Journal of Marriage and the Family. 53: 1043-1050.

Dalli, C. (2002) "From Home to Childcare Centre" in H. Fabian and A-W.A. Dunlop (eds) Transitions in the Early Years. London: Routledge Falmer.

Davie, R., Butler, N. and Goldstein, H. (1972) From Birth to Seven. London, Longman

Dunlop, A-W. (2002). Perspectives on Children as Learners in the Transition to School. In H. Fabian & A-W. Dunlop ( 2002).(eds.) Transitions in the Early Years. Debating Continuity and Progression for Young Children. London: Routledge Falmer.

Dunlop, A-W. (2003a). Bridging Children's Early Education Transitions through Parental Agency and Inclusion. Education in the North, 55-65

Dunlop, A-W. (2004a) The challenges of early educational transitions: change the child or change the system? Peer reviewed paper in D. Whitton, B. Perry, & S.Dockett. Continuity and Change; Transitions in Education . Conference proceedings. 27 & 28 November. Sydney: University of Western Sydney.

Dunlop, A-W. (2004b) Is there a place for a transition curriculum for early years? Paper presentation EECERA 2004 14th Annual Conference of the European Early Childhood Education Research Association. 1st-4th September 2004, Malta.

Eisenberg, N. and Fabes, R.A. (1998). Pro-social development. Handbook of child psychology (5th ed., Vol. 3, pp. 701-778). New York: Wiley and Sons

Fabian, H. (2002). Children starting school. A guide to successful transitions and transfers for teachers and assistants. London: David Fulton.

Fabian, H. and Dunlop, A-W. (2002) (eds.) Transitions in the Early Years. Debating Continuity and Progression for Young Children. London: Routledge Falmer.

Foot, H., Woolfson, L., Terras, M., & Norfolk, C. (2004). Handling hard to manage behaviours in pre school provision: A systems approach. Journal of Early Childhood Research, 2, 115-138.

Goldschmied, E. & Jackson,S (2004) (2 edition) People under Three, Young Children in Day Care. London & New York: Routledge.

Goodman, R. (1997), 'The Strengths & Difficulties Questionnaire: A Research Note'. Journal of Child Psychology & Psychiatry, 38, 581-586.

Goodman R, Meltzer H and Bailey V (1998) The strengths and difficulties questionnaire: A pilot study on the validity of the self-report version. European Child & Adolescent Psychiatry. 7: 125-130.

Goodman R, , Ford, T., Simmons,H., Gatward, R and Meltzer, H. (2000) Using the Strengths and Difficulties Questionnaire ( SDQ) to screen for child psychiatric disorders in a community sample The British Journal of Psychiatry 177: 534-539.

Greig, A. (2001) Social Understanding Goes to School. Supporting the Personal. Social and Emotional Competencies of Children in Transition from Nursery to School. MSc Educational Psychology. University of Strathclyde, Glasgow.

Harms, T., Clifford, M. and Cryer, D. (1998) Early Childhood Environment Rating Scale. Revised Edition ( ECERS-R). Vermont: Teachers College Press.

Harms, T., Cryer, D. and Clifford, M. (1990) Infant/Toddler Environment Rating Scale. New York: Teachers College Press.

Harrison, L. (2007) The Supporting Role of Relationships in Children's Transition into and through School. Paper presented at the Transforming Transitions International Conference. April 11 - 14 , 2007. University of Strathclyde: Glasgow.

Her Majesty's Inspectorate of Education ( HMIE) (various dates) Integrated inspection reports. http://www.hmie.gov.uk/documents/inspection/

Hutchison, E., Pearson, D., Fitzgerald, C., Bateman, B., Grant, C., Grundy, J., Stevenson, J., Warner, J., Dean, T., Matthews, S., Arshad, H. & Rowlandson, P. (2001) Can parents accurately perceive hyper-activity in their children? Child-care, Health and Development, 27,3, 241-250 .

Kitzinger, J. (1994) The methodology of Focus Groups: the importance of interaction between research participants, Sociology of Health and Illness, 16, 1, 103-121.

Ladd, G.W. (1990). Having Friends, Keeping Friends, Making Friends, and Being Liked by Peers in the Classroom: Predictors of Children's Early School Adjustment. Child Development, 61, 1081-1100.

Laevers, F. (1994) The Leuven Involvement Scale for Young Children ( LIS- YC). Leuven, (Belgium: EXE Project).

Laevers, F. (2000). Forward to basics! Deep-level learning and the experiential approach. Early Years, 20 (2), 20-29.

Laevers, F. (2003) Experiential Education: making care and education more effective through well-being and involvement. In Ferre Laevers and Ludo Heylen (eds.) , Involvement of Children and Teacher Style: insights from an international study on experiential education. Studia Pedagogica 35. Leuven: Leuven University Press. 13-24.

Learning and Teaching Scotland (2005) Birth to Three, Supporting our Youngest Children. Dundee: Learning and Teaching Scotland

McLean, A. (2003) The Motivating School. London: Paul Chapman Publishing.

Maniadaki,K., Sonuga-Barke, E., and Kakouros, E. ( 2003) Trainee nursery teachers' perceptions of disruptive behaviour disorders; the effect of sex of child on judgements of typicality and severity. Child: Care, Health and Development, 29, 6, 433 - 440

Moffit, T. E. (1993). The neuropsychology of conduct disorder. Development and Psychopathology, 5, 2, 135-152.

Munn, P., Johnstone, M., & Sharp, S. (2004). Discipline in Scottish schools: A comparative survey over time of teachers' and headteachers' perceptions. Final Report to SEED. Edinburgh: SEED.

Offord, D.R, Boyle M.H, Szatmari P, Rae-Grant N.I, Links P.S, Cadman D.T, et al. (1987) Ontario Child Health Study: II. Six-month prevalence of disorder and rates of service utilization. Archives General Psychiatry, 44, 832-836.

Pierce, E., Ewing, L. and Campbell, S. (1999). Diagnostic status and symptomatic behaviour of hard-to-manage pre-school children in middle childhood and early adolescence. Journal of Clinical Child Psychology 28, 1, 44-57.

Queen's University( 2004) Better beginnings, better futures, Ontario: Author. Accessed from http://bbbf.queensu.ca

Reid, J.B. (1993). Prevention of conduct disorder before and after school entry: Relating interventions to developmental findings. Development and Psychopathology, 5, 243-262.

Richman, N., Stevenson, J., & Graham, P. J. (1982). Pre-school to school: A behavioral study. London: Academic Press

Rutter, M., Cox, A., Tupling, C., Berger, M., and Yule, W. (1975). Attainment and adjustment in two geographical areas. 1 The prevalence of psychiatric disorder. British Journal of Psychiatry, 126, 493-509.

Rutter, M., Tizard, J. and Whitmore, K. (1970). Education Health and Behaviour. London: Longmans.

Sanders, D., & Hendry, L. (1997). New perspectives on disaffection. London: Cassell.

Sanders, D.,White,G., Burge,B., Sharp,C. ,Eames, A., McEune,R. and Grayson, H. (2005) A Study of the Transition from the Foundation Stage to Key Stage 1. NFER. Nottingham, DfES Publications.

Scottish Deprivation Deciles (2004) www.sns.gov.uk

Scottish Executive Education Department ( SEED). (2001). Better behaviour - Better learning: Report of the Discipline Task Group. Edinburgh: Author.

Scottish Executive Education Department ( SEED). (2004). Better behaviour in Scotland's Schools. Policy Update. Edinburgh: Author.

Scottish Executive Statistics (2006) Scottish Deprivation Indices from Data Zone & Intermediate Geography Disc

Stephen, C & Cope, P. (2003). An inclusive perspective of transition to primary school. European Educational Research Journal, 2, 2, 262-276.

Stephen, C., Dunlop, A-W, Trevarthen, C. and Marwick, H. (2003) Meeting the Needs of Children from Birth to Three: Research evidence and Implications for Out-of-Home provision. Insight 6. Edinburgh: SEED.

Stephenson, J., Linfoot, K. and Martin, A. (2000) Behaviours of Concern to Teachers in the Early Years of School. International Journal of Disability, Development and Education, 47, 3, 225-235.

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. and Taggart, B. (2004) Effective Provision of Pre-school Education. EPPE Project Final Report.

Sylva, K., Siraj - Blatchford, I., Taggart, B., (2003 ) Assessing quality in the early years. Early Childhood Environment Rating Scale . Extension ( ECERS-E) Four Curricular Subscales.

Stoke on Trent: Trentham Books

Sylva, K., Siraj - Blatchford, I., Taggart, B., Melhuish, E., Elliot, K., and Totsikaf, V. (2006) Capturing quality in early childhood through environmental rating scales. Early Childhood Research Quarterly, 21, 76-92.

Thompson, M.J.J., Stevenson, J., Sonuga-Barke, E., Nott, P., Bhatti, Z., Price, A. and Hudswell, M. (1996) Mental Health of pre-school children and their mothers in a mixed urban/rural Population I. Prevalence and ecological factors. British Journal of Psychiatry, 168, 16-20.

Tizard, J., Blatchford, P., Borke, J., Farquhar, C. and Plewis, I. (1988) Young Children at School in the Inner City. Hillsdale, New Jersey. Lawrence Erlbaum Associates.

Tymms, P., Jones, P., Merrell, C., Henderson, B. and Cowie, M. (2005) Children Starting School in Scotland, Scottish Executive.

Additional Bibliography

Banathy, B. (1973). Developing a system view of education: The systems-model approach. Belmont, CA: Lear Siegler Inc./Fearon.

Bates, J (1980 ) The Concept of Difficult Temperament Merrill-Palmer Quarterly 26, 4, pp. 299-319 accessed http://eric.ed.gov

Department of Health, Department for Education and Employment, Home Office (2000) The Framework for the Assessment of Children in Need and their Families. The Stationery Office, London.

Dunlop, A-W. (2003). Bridging early educational transitions in learning through children's agency. Transitions. European Early Childhood Education Research Journal, Themed Monograph Series, 1, p. 67-86.

Dunlop, A-W. & Fabian, H. (2003) (eds) Transitions. European Early Childhood Education Research Journal, Themed Monograph Series, 1.

Dunlop, A.W. and Fabian, H. (eds) (2007) Informing Transitions: Bridging Research Policy and Practice. Berkshire: OUP/McGraw Hill

Fthenakis, W. (1998). Family transitions and quality in early childhood education. European Early Childhood Education Research Journal, 6, 1.6-18.

Maniadaki, K., Sonuga-Barke, E. & Kakouros, E. (2001) Social attributions for externalising behaviour patterns in boys and girls. Oral presentation at the 20th International Human Science Research Conference, Tokyo, Japan, August 2001.

Margetts, K. (2000). Transition to school: Complexity and diversity. Paper presented at the 10 European Early Childhood Research Association. London

Papatheodorou, T,. & Ramasut, A. (1994). The effects of Nursery School Environment on Teachers' Perceptions of Children's Behavioural Difficulties. European Early Childhood Education Research Journal 2, 2, 63-78

Papatheodorou, T., & Ramasut, A. (1993). Teachers' Attitudes towards Children's Behaviour Problems in Nursery Classes in Greece. International Journal of Early Years Education 1, 3 , 35-47

Stephen, C., Brown, S., Cope, P., & Waterhouse, S. (2003) Moving from all-day provision to primary school. Retrieved March 21, 2005, from University of Stirling Web site: http://www.ioe.stir.ac.uk/Research/Briefings/Moving from all day provision to primary school.pdf

Thurman, S. K., Cornwell, J. & Gottwald, S. (1997). Contexts of early intervention: systems and settings. Baltimore, MD: Paul Brookes.