Behaviour Problems in the Early Years: Early Identification by T Papatheodorou

By T Papatheodorou

Addressing the difficulty of behaviour difficulties within the early years, this publication bargains early years practitioners a pragmatic and well-researched source overlaying topics comparable to: the character and volume of behaviour difficulties within the early years definitions of behaviour difficulties theoretical frameworks and components screening and evaluate a blueprint for early identity and intervention. This source is predicated at the author’s personal event and study in early years perform and she or he makes use of quite a number useful guidance, concepts, task rules, kinds and checklists to exhibit her message. Papatheodorou exhibits that profitable early identity and administration of behaviour difficulties calls for knowledgeable perform that takes into consideration latest theoretical and conceptual works. All pros operating in an early years setting will locate this a useful learn.

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The continuous and dynamic process of social interaction that appears to shape and reshape certain behaviours (for instance, the way Tony’s ‘clown’ behaviour was received and reacted to by other children with laughter and excitement, and the continuous presence of James’s mother in the school vicinity) should receive early years practitioners’ due attention. A continuum of behaviours Clearly, early years practitioners attend both to problem behaviours, such as acting out, disturbing and withdrawn behaviours, and children’s positive behaviours and strengths.

In addition, it is important to keep in mind that it is rather difficult to differentiate between socially maladjusted and emotionally disturbed children because although the overt behaviour may seem to be the same, the causes may be quite different (Raiser and Van Nagel 1980). In this context, it has been argued that the criteria and standards for severe emotional disturbance should be broadened to include antisocial, socially maladjusted and conduct-disordered children (Walker et al. 1990). Definition of behaviour problems 21 The behavioural model In contrast to the psychodynamic approach, the behavioural model is concerned with observable behaviour and the ways in which this behaviour is learned rather than with inner mental processes (Harden et al.

Mrs Proctor was not clear what to do next, but she decided to follow the issue further. Although James’s behaviour often caused complaints by the other children, Mrs MacNab was hardly concerned about this. She started to be worried, however, when James became gradually withdrawn and weepy. Mrs MacNab thought that Mrs Todd’s insistence on remaining outside the school had not helped him. It seemed that he had become more attached to his mother now than he had seemed to be when he first arrived in the school.

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