Positive behaviour in the early years: research report

Figure 1.1

Systems influencing transition to school

Table 3.1

Numbers of children identified for participation

Table 3.2

Number of participating parents

Table 3.3

Purposes of the research tools

Table 3.4

ECERS and ITERS item categories

Table 4.1

% children with behaviour difficulties (Daily Hassles data)

Table 4.2a

% of children per SDQ level - parental

Table 4.3a

% children by age in each SDQ level

Table 4.4a

Parental perceptions - the relationship between pro-social behaviour and gender

Table 4.5a

Emotional domain - Parent SDQ

Table 4.6a

Conduct domain - Parent SDQ

Table 4.7a

Peer relationships domain - Parent SDQ

Table 4.8a

Hyperactivity domain - Parent SDQ

Table 4.9a

Pro-social relationships domain - Parent SDQ

Table 4.10a

Impact of perceived difficulties on friendships

Table 4.11

Adult Strategies data - Behaviours causing some difficulty for staff, children or the setting as a whole

Table 4.12

Total numbers of children for whom SDQ returns were received by age

Table 4.13

Responses to staff designation on T- SDQ child returns

Table 4.2b

Total Difficulties as perceived by staff across T- SDQ Levels - % of children per level

Table 4.3b

Percentage of children by age in each T- SDQ level

Table 4.4b

Staff perceptions of the relationship between pro-social behaviour and gender

Table 4.14

Numbers of cases on each T- SDQ scale by level of behaviour

Table 4.5b

Emotional Domain Teacher/Staff SDQ

Table 4.6b

Conduct domain Teacher/Staff SDQ

Table 4.7b

Peer relationships domain - Teacher/Staff SDQ

Table 4.8b

Hyperactivity domain - Teacher/Staff SDQ

Table 4.9b

Pro-social Relationships domain - Teacher/Staff SDQ

Table 4.15

Comparison of responses of parents and practitioners on the SDQ in placing children in the normal range

Table 4.16

Numbers/ % of staff expressing levels of concern/lack of concern about children's difficulties in concentration by strata

Table 4.17

Numbers/ % of staff expressing levels of concern/lack of concern about children's difficulties in relationships by strata

Table 4.18

Numbers/ % of staff expressing levels of concern/lack of concern about children's difficulties with emotions and feelings by strata

Table 4.19

Numbers/ % of staff expressing levels of concern/lack of concern about children's difficulties with self esteem by strata

Table 4.20

Numbers/ % of staff expressing levels of concern/lack of concern about children's difficulties with toileting by strata

Table 4.21

Numbers/ % of staff expressing levels of concern/lack of concern about children's difficulties with sleeping by strata

Table 4.22

Numbers/ % of staff expressing levels of concern/lack of concern about children's difficulties with eating and appetite by strata

Table 4.23

Well-being levels in 1 ^st round of screening

Table 4.24

The relationship between well-being and child age

Table 4.25

Number and age of observed children- involvement

Table 4.26

Levels of involvement round 1

Table 4.27

Levels of involvement round 2

Table 4.28

Levels of involvement by age

Figure 5.1

Parent Focus Group Composition

Table 5.1

Level of skill and preparation for supporting children's behaviour expressed by staff

Table 5.2

Ways in which staff support children's positive behaviour

Table 5.3

Ways in which sharing of information between professionals and families is seen to be helpful by staff

Table 6.1

Before transition - emotionally

Table 6.2

Before transition - relationships

Table 6.3

Before transition - concentration and engagement

Table 6.4

Before transition - behaviour

Table 6.5

After transition - emotionally

Table 6.6

After transition - relationships

Table 6.7

After transition - concentration

Table 6.8

After transition - behaviour

Table 6.9

Emotions at transition

Table 6.10

Responses to transitions practice focused questions

Table 6.11

Parents and practitioners - shared transitions themes

Table 6.12

Overview of the content analysis of transition records

Table 6.13

Parent comments on transition records

Table 6.14

Staff comments on transition records

Table 7.1

Extent to which staff feel they would benefit from more training to help support children's positive behaviour

Table 7.2

Areas in which staff would like more training

Table 8.1

Rationale for choice of case study settings

Table 8.2

Case Study Settings by type - identification of children

Figure 8.1

Average ECERS sub scale score - case study settings

Table 8.3

Numbers of children with well-being below level 3

Table 8.4

Intervening early returns by age

Table 8.5

Emerging sense of self

Table 8.6

Self in relation to early years setting

Table 8.7

Feelings

Table 8.8

Relationships with adults

Table 8.9

Relationships with other children

Table 8.10

POMS 2.2 completed by parents

Figure 8.2

Overview of transitions records in case study settings

Table 8.11

Case Study 1 - ECERS scores

Table 8.12

Case Study 1 - Process Oriented Child Monitoring System

Table 8.13

Case Study 2 - ECERS

Table 8.14

Case Study 2 - POMS

Table 8.15

Case Study 2 - Well-being Scores (averages)

Table 8.16

Case Study 3 - ECERS

Table 8.17

All dimensions of emerging sense of self on Teacher H&S Case Study 3

Table 8.18

Case Study 4 - ECERS

Table 8.19

Case Study 4 - POMS

Table 8.20

All dimensions of emerging sense of self on Teacher H&S Case Study 4

Table 8.21

Case Study 5 - ECERS

Table 8.22

Case Study 5 - POMS - completed by parents

Table 8.23

All dimensions of emerging sense of self on Teacher H&S Case Study 5

Table 8.24

Overview of transition records data - Case Study Setting 5

Table 8.25

ITERS - ECERS

Table 8.26

All dimensions of emerging sense of self on Teacher H&S Case Study 6

Table 8.27

Summary of Transitions Case Study participants

Table 8.28

ECERS - Case Study 7

Table 8.29

All dimensions of emerging sense of self on Teacher H&S Case Study 7

Table 8.30

Summary of Transitions Case Study 7 participants

Table 8.31

ITERS - ECERS - Case Study 8

Table 8.32

All dimensions of emerging sense of self on Teacher H&S Case Study 8

Table 8.33

Summary of Transitions Case Study 8 participants

Figure 8.3

Average ECERS sub scale score in 0-3 settings

Figure 8.4

Parent and staff perceptions of children in 'serious difficulties' category on SDQ

Figure 8.5

Staff perceptions of percentage of children's behaviours in 'serious difficulties' category on SDQ domains

Figure 8.6

Staff ratings of well-being and involvement at 2.5 and below

Table 8.34

Frequency of inter-agency links

Table 8.35

Average Scores on ECERS - ITERS

Figure 8.7

Overall Average Scores ECERS - ITERS

Figure 8.8

Comparison of 0-3 and 3-5 environments

Figure 8.9

Comparison of 3-5 and P1 environments