Managing Behaviour in the Early Years
A practical guide to managing children's behaviour in childcare and early years settings. Brimming with tips and suggestions on how practitioners can help young children to learn, Janet Kay demonstrates how a variety of positive methods can encourage the development of appropriate behaviour. Accessibly and engagingly written, this guide will prove invaluable for early years' practitioners everywhere. >
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SECTION – 1: BACKGROUND
Title and Subject
1. This is a practical guide for early years’ practitioners on managing children's behaviour in childcare and early years’ settings, filled with tips and suggestions on how practitioners can help children to learn. The author demonstrates how positive methods encourage the development of appropriate behaviour. The title of the book is Managing Behaviour in the Early Years published by Continuum Publishers Great Britain, written by Janet Kay. The book printed in GB by MPG Books Ltd, Bodmin, Cornwall. Book has been printed in 2006, this is the first publication, there are 199 pages and the price is £ 10.99.
2. Janet Kay is a senior lecturer in Early Childhood Studies at Sheffield Hallam University, City Campus, Howard Street, Sheffield, United Kingdom. She is a prolific author and her recent books include “Teaching Assistant’s Handbook”, “Good Practice in the Early Years”, “Good practice in childcare”, “Protecting Children”, “Working Together in Children's Services”, “Understanding Early Years Policy”, “Teacher's guide to protecting children”, and “Behavioural, emotional and social difficulties: a guide for the early years”
Introduction of the Book (Thesis)
3. Managing young children’s behaviour is an issue that is significant for all early years’ practitioners in a wider range of settings. A larger number of children are being admitted to the educational set ups in the early years and the awareness is more, never than before. It is found out through researches that early disruptions in behaviour are more strongly associated with severe and persistent behavioural problems than when these start at a later age. Another key feature is the link between behavioural problems and learning difficulties in young children. Children who have learning problems may find it harder to access the curriculum, learn, develop, make friends and enjoy their early years care and education experiences. Children with learning difficulties are also more likely to develop behavioural problems. Another reason for such behavioural problems is the mismatch between the behavioural expectations at home and in the setting. Managing young children’s behaviour effectively is part of the contribution of the teacher to their developmental progress and general well being in both the short and long term.
4. The author aims at early years’ practitioners, their managers, students and tutors on early year courses and parents interested in developing their understanding and skills in behaviour management. In the contest of this book “Early Years” refers to children aged 0-8 years in children centres, nurseries, pre-schools, school or the childminder’s and any other setting where children spend time. “Early Years’ practitioners” refers to anyone working in these types of settings in any capacity and could include teachers, teaching assistants, nursery nurses, play workers pres school workers and volunteers. Behavioural Management refers to policies, strategies, activities and responses aimed at supporting positive behaviour in young children and reducing negative or harmful behaviour.
SECTION – 2: CHAPTER-WISE SUMMARY
Chapter 1- The wider policy context for managing behaviour:
5. In this chapter the wider policy contest for behaviour management is discussed in terms of changing approaches to disciplining children and the development of more child centred views on behaviour management. Current approaches to behaviour management are discussed, with reference to recent policy impacting on approaches to managing behaviour in early years’ settings.
6. The concept of managing behaviour as opposed to punishing unwanted behaviour is relatively recent. In the past, it was not uncommon for children to be beaten, denied food, locked in small spaces and subjected to other forms of severe punishment for not conforming to adult expectations. For the twentieth century physical punishment was seen as both necessary and