Behaviour management with young children : crucial first steps with children 3-7 years /
spine title : Behaviour management with young children.
Bill Rogers, Elizabeth McPherson.
- Second edition.
- xv, 217 pages : illustrations ; 24 cm.
Previous edition: 2008. Formerly CIP.
Includes bibliographical references : (pages 203-207) and index.
Introduction. The crucial nature of the establishment phase of the year with early years children -- The building of trust, security, confidence and belonging -- Discipline: the language of guidance and support -- The bad-day syndrome -- 1. The critical first days and first week. Negotiating the social place, space and purpose of classroom and school life with children -- Calming, settling and focusing students as a group (core routines) -- Explaining and modelling the'why' of behaviour in'our class'/'our school' -- 2. Transition: children moving from whole-class teaching to on-task learning time. Transition clarity for learning and behaviour: teaching essential learning/co-operative behaviours -- Addressing behaviour in on-task learning time (core routines): noise levels, teacher-assistance routines, classroom mentors -- 3. Developing a whole-class behaviour agreement. How we can develop, with the class, a positive whole-grade behaviour'plan' that expresses the'why' and how of rules, routines and responsibilities regarding learning and behaviour -- Core rights/responsibilities: rules, consequences and repairing and rebuilding -- Classroom meetings/nurture groups -- 4. Developing a teacher behaviour management and discipline plan. The key principles of positive discipline -- Our behaviour management style with early years children -- The language of correction: key skills -- The language of encouragement -- Disrespect in children's behaviour -- 5. Helping children manage their behaviour. Common behaviour scenarios -- Following-up with children in one-to-one settings (beyond the audience of peers) -- Uses of behaviour consequences: linking behaviour to responsibility and accountability -- Appropriate use of'time-out' within a whole-school approach -- 6. Children with social, emotional and behavioural difficulties. Teaching behaviour one-to-one with children with SEBD (social, emotional and behavioural difficulties) -- Academic/'social survival' behaviours -- Case study, supporting children with diagnosed autism spectrum disorder -- Whole-team (whole-school) individual behaviour support plans for children with social, emotional and behavioural difficulties -- Frustration tolerance, temper and anger management (case study) -- Children's expression/communication of feeling -- 7. Working with parents/carers. Communication with parents/carers -- Improving communication, assurance and support between, parent/carers and school -- Parent/carer-teacher interviews -- 8. Epilogue. Appendixes : A. Covering parent letter for classroom behaviour agreement -- B. Example of a typical classroom behaviour agreement ; C. Example of a restitutional consequence (civic duty) ; D. Behaviour understandings as preferred practices ; E. Example of a student buddy contract ; F. Example of an individual behaviour support plan for anger management ; G.'I've got no-one to play with ...': the friendship seat.