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Sharing insights of various theoretical perspectives to help understand the complex root causes of children's behaviour,
Supporting Positive Behaviour in Early Childhood Settings and Primary Schools highlights key responses that can encourage positive mental health, resilience and behaviour.
List of contents
Chapter 1 Deconstructing Authority, Control and Discipline
Chapter 2 An authoritative Approach to Promoting Positive Behaviour
Chapter 3 Behaviourist Perspectives and Strategies for Positive Behaviour
Chapter 4 Psychodynamic and Relational Perspectives and Strategies for Positive Behaviour
Chapter 5 Humanist Perspectives and Strategies for Positive Behaviour
Chapter 6 The Biological Bases of Behaviour
Chapter 7 Behaviour in Context: Bioecological Theory and the Web of Development
Chapter 8 An Intercultural Perspective on Behaviour
Chapter 9 Combining Theoretical Approaches: The Example of Bullying
Chapter 10 Reflecting on Positive Approaches to Engaging with Children’s Behaviour
About the author
Leah O’Toole is a lecturer in Early Childhood Education with the Froebel Department of Primary and Early Childhood Education, Maynooth University, Ireland.
Nóirín Hayes is Visiting Professor at the School of Education, Trinity College Dublin, Ireland and Professor Emerita, Centre for Social and Educational Research, Technological University Dublin, Ireland.
Summary
Sharing insights of various theoretical perspectives to help understand the complex root causes of children’s behaviour, Supporting Positive Behaviour in Early Childhood Settings and Primary Schools highlights key responses that can encourage positive mental health, resilience and behaviour.
Additional text
"There is always a sense of urgency for better understanding how to positively support children in schools and early years settings. These respected authors have written a comprehensive account of how to promote positive behaviour in the children they work with. They go beyond concepts of behaviour management and support the undergraduate to actively deconstruct taken for granted conceptions of authority, control and discipline. What is exciting about this book is that the reader can consider positive behaviour from a broad range of theoretical perspectives. I highly recommend this book to all undergraduates and those new to teaching." - Marilyn Fleer, Laureate Professor, Monash University, Australia
Children’s behaviour can be a source of angst for early childhood and primary school educators. Written in a lively accessible style, this book is a must read for educators in both contexts. Drawing upon multiple theoretical perspectives including Bowlby (attachment), Bandura (social-learning) and Bronfenbrenner (bioecological) and, placing the child at the centre, it explores the complexity and root causes of children’s behaviour. Through the judicious use of case studies, questions for reflection and tasks, readers are supported to reflect up their learning and, develop strategies to support children’s positive behaviour throughout the educational continuum from early childhood through to the end of primary school. It makes an innovative contribution by going beyond mere discussion of theory, to bridging the theory practice divide; encouraging the reader to use theory as a lens to improve practice within their educational setting…The book makes a very valuable contribution to our understanding of behaviour, redresses unreasonable expectations and facilitates in-depth reflection and promotes strengths-based approach to behaviour management. - Mary Moloney, Mary Immaculate College, Ireland
O'Toole and Hayes have produced an extremely thought-provoking, comprehensive and accessible text on this most emotive and challenging of topics for educators - the behaviour of the children we work with. They guide us expertly through a range of theoretical and practical approaches and force us to examine our own beliefs and biases through regular opportunities for reflection and by highlighting differences in cultural norms. This thoroughly referenced and wide-ranging text is useful for both individual teachers and early years practitioners looking to develop their own practice and for teams seeking to improve the work of their departments or schools. - Jarlath O'Brien, Times Educational Supplement behaviour columnist and author
