Publication - Research and analysis

Positive behaviour in the early years: research report

Published: 12 September 2008
Directorate: Children and Families Directorate
Topic: Education
ISBN: 9780755918102

Report of research into perceptions of staff, service providers and parents in managing and promoting positive behaviour in early years and early primary settings.

Supporting documents

ANNEX 5 ANALYSIS OF TEACHER PERCEPTION DATA FOR SUB-GROUP OF 681 CHILDREN FOR WHOM NO PARENTS DATA IS HELD

The first set of tables is for the new sub group of children for whom we only have teacher perception data.

Overall the figures for children for whom we only have teacher data, rather than parent and teacher data, in terms of SDQ are very similar. There is a very slightly higher number of reported difficulties, and these are in the Pro-social area - but it is only 2.7 % difference which represents 38 cases.

By looking at the child cases where parents didn't respond, we can be assured that this group does not show a different pattern on SDQ than for the total sample.

Position of staff completing SDQ questionnaires for which there are no matched parent returns

POSITION	Cases	Frequency	Percent	Valid Percent	Cumulative Percent
Manager/Head Teacher	Valid	14	2.1	2.4	2.4
Teacher/Nursery Teacher		264	38.8	44.4	46.7
Nursery Assistant/Nursery Nurse		300	44.1	50.4	97.1
Group of Teachers		17	2.5	2.9	100.0
	Total	595	87.4	100.0
	Missing data	86	12.6
	Total	681	100.0

Total Difficulties on SDQ by item	Scale Items	Frequency	Percent	Valid Percent	Cumulative Percent
Scale Items	.00	49	7.2	7.8	7.8
Often complains of headaches, stomach aches	1.00	47	6.9	7.5	15.4
Many worries, often seems worried	2.00	33	4.8	5.3	20.6
Often unhappy, downhearted or tearful	3.00	35	5.1	5.6	26.2
Nervous or clingy in new situations	4.00	62	9.1	9.9	36.2
Many fears, easily scared	5.00	46	6.8	7.4	43.5
Often has temper tantrums or hot tempers	6.00	44	6.5	7.0	50.6
Generally obedient, usually does what adults request	7.00	36	5.3	5.8	56.3
Often fights with other children or bullies them	8.00	39	5.7	6.2	62.6
Often lies or cheats •	9.00	29	4.3	4.6	67.2
Steals from home, school or elsewhere **	10.00	33	4.8	5.3	72.5
Restless, overactive, cannot stay still for long	11.00	29	4.3	4.6	77.1
Constantly fidgeting or squirming	12.00	13	1.9	2.1	79.2
Easily distracted, concentration wanders	13.00	25	3.7	4.0	83.2
Thinks things out before acting	14.00	16	2.3	2.6	85.8
Sees tasks through to the end, good attention span	15.00	18	2.6	2.9	88.6
Rather solitary, tends to play alone	16.00	14	2.1	2.2	90.9
Has at least one good friend	17.00	9	1.3	1.4	92.3
Generally liked by other children	18.00	8	1.2	1.3	93.6
Picked on or bullied by other children	19.00	9	1.3	1.4	95.0
Gets on better with adults than with other children	20.00	2	.3	.3	95.4
Considerate of other people's feelings	21.00	7	1.0	1.1	96.5
Shares readily with other children	22.00	6	0.9	1.0	97.4
Helpful if someone is hurt, upset or feeling ill	23.00	2	0.3	0.3	97.8
Kind to younger children	24.00	3	0.4	0.5	98.2
Often volunteers to help others	25.00	4	0.6	0.6	98.9
0-3 Appetite items	26.00	4	0.6	0.6	99.5
0-3 Sleeping items	27.00	1	0.1	0.2	99.7
0-3 Toileting items	28.00	2	0.3	0.3	100.0
	Total	625	91.8	100.0
Missing	System	56	8.2
Total		681	100.0

* (in 3-4 version: often argumentative with adults) **(in 3-4 version: can be spiteful to others)

Tables showing frequency of Strengths and Difficulties by SDQ Categories

Total Class	Level	Frequency	Percent	Valid Percent	Cumulative Percent
22.9% borderline or abnormal levels	Normal	482	70.8	77.1	77.1
	Borderline	72	10.6	11.5	88.6
	Abnormal	71	10.4	11.4	100.0
	Total	625	91.8	100.0
	Missing Cases	56	8.2
	Total	681	100.0

Emotion Class	Level	Frequency	Percent	Valid Percent	Cumulative Percent
7.5% borderline or abnormal levels	Normal	615	90.3	92.5	92.5
	Borderline	18	2.6	2.7	95.2
	Abnormal	32	4.7	4.8	100.0
	Total	665	97.7	100.0
	Missing Cases	16	2.3
	Total	681	100.0

Conduct Class	Level	Frequency	Percent	Valid Percent	Cumulative Percent
16.1% borderline or abnormal levels	Normal	555	81.5	83.8	83.8
	Borderline	36	5.3	5.4	89.3
	Abnormal	71	10.4	10.7	100.0
	Total	662	97.2	100.0
	Missing Cases	19	2.8
	Total	681	100.0

Hyperactivity Class	Level	Frequency	Percent	Valid Percent	Cumulative Percent
26.5% borderline or abnormal levels	Normal	486	71.4	73.5	73.5
	Borderline	50	7.3	7.6	81.1
	Abnormal	125	18.4	18.9	100.0
	Total	661	97.1	100.0
	Missing Cases	20	2.9
	Total	681	100.0

Peer Class	Level	Frequency	Percent	Valid Percent	Cumulative Percent
17.6% borderline or abnormal levels	Normal	544	79.9	82.4	82.4
	Borderline	48	7.0	7.3	89.7
	Abnormal	68	10.0	10.3	100.0
	Total	660	96.9	100.0
	Missing Cases	21	3.1
	Total	681	100.0

Pro-social Class		Frequency	Percent	Valid Percent	Cumulative Percent
35.9% borderline or abnormal levels	Normal	408	59.9	64.2	64.2
	Borderline	106	15.6	16.7	80.8
	Abnormal	122	17.9	19.2	100.0
	Total	636	93.4	100.0
	Missing Cases	45	6.6
	Total	681	100.0

Correlations between gender and pro-social class of SDQ		GENDER	Pro-socialClass
GENDER	Pearson Correlation	1	-.171
	Sig. (2-tailed)	.	.000
	N	628	584
Pro-socialClass	Pearson Correlation	-.171	1
	Sig. (2-tailed)	.000	.
	N	584	636

** Correlation is significant at the 0.01 level (2-tailed)

(> correlation, ie more boys will have poorer pro-social behaviours)

Tables showing extent and nature of difficulties T- SDQ - Full cohort teacher data

Total Class	Level	Frequency	Percent	Valid Percent	Cumulative Percent
24.5% borderline or abnormal levels	Normal	838	56.8	75.5	75.5
	Borderline	144	9.8	13.0	88.5
	Abnormal	128	8.7	11.5	100.0
	Total	1110	75.2	100.0
	Missing Cases	366	24.8
	Total	1476	100.0

Emotion Class	Level	Frequency	Percent	Valid Percent	Cumulative Percent
8.1% borderline or abnormal levels	Normal	1076	72.9	91.9	91.9
	Borderline	39	2.6	3.3	95.2
	Abnormal	56	3.8	4.8	100.0
	Total	1171	79.3	100.0
	Missing Cases	305	20.7
	Total	1476	100.0

Conduct Class	Level	Frequency	Percent	Valid Percent	Cumulative Percent
16.8% borderline or abnormal levels	Normal	978	66.3	83.2	83.2
	Borderline	66	4.5	5.6	88.8
	Abnormal	132	8.9	11.2	100.0
	Total	1176	79.7	100.0
	Missing Cases	300	20.3
	Total	1476	100.0

Hyperactivity Class	Level	Frequency	Percent	Valid Percent	Cumulative Percent
26.2% borderline or abnormal levels	Normal	865	58.6	73.8	73.8
	Borderline	76	5.1	6.5	80.3
	Abnormal	231	15.7	19.7	100.0
	Total	1172	79.4	100.0
	Missing Cases	304	20.6
	Total	1476	100.0

Peer Class		Frequency	Percent	Valid Percent	Cumulative Percent
17.8% borderline or abnormal levels	Normal	959	65.0	82.2	82.2
	Borderline	84	5.7	7.2	89.4
	Abnormal	124	8.4	10.6	100.0
	Total	1167	79.1	100.0
	Missing Cases	309	20.9
	Total	1476	100.0

Pro-social Class	Level	Frequency	Percent	Valid Percent	Cumulative Percent
33.2% borderline or abnormal levels	Normal	754	51.1	66.8	66.8
	Borderline	168	11.4	14.9	81.7
	Abnormal	206	14.0	18.3	100.0
	Total	1128	76.4	100.0
	Missing Cases	348	23.6
	Total	1476	100.0

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ANNEX 5 ANALYSIS OF TEACHER PERCEPTION DATA FOR SUB-GROUP OF 681 CHILDREN FOR WHOM NO PARENTS DATA IS HELD

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