By T Papatheodorou
Addressing the difficulty of behaviour difficulties within the early years, this ebook bargains early years practitioners a pragmatic and well-researched source masking 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 id and intervention. This source is predicated at the author’s personal event and learn in early years perform and he or she makes use of a variety of functional assistance, techniques, job principles, kinds and checklists to express her message. Papatheodorou indicates that profitable early id and administration of behaviour difficulties calls for knowledgeable perform that takes under consideration current theoretical and conceptual works. All execs operating in an early years surroundings will locate this a useful learn.
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Extra resources for Behaviour Problems in the Early Years: Early Identification and Intervention
Chapter 3 Definition of behaviour problems As there is a great variation in terminology, there is also a variety of definitions used for such terminology. g. as children’s parents/carers/guardians, teachers, social workers, psychologists, clinicians, lawyers and judges). In fact, individuals and professionals rely on different criteria to define behaviour problems (Visser 2002; Upton 1983). The lack of consensus concerning the definition of behaviour problems highlights the complexity and difficulties encountered in the identification of behaviour problems and the planning for intervention.
1984; Chazan et al. 1991). Concluding remarks There is increasing concern about the rising numbers of behaviour problems reported among young children, but difficulties exist in distinguishing transient and developmental behaviour problems from those which may have a long-lasting effect. In addition, the prognosis for the continuity or discontinuity of these problems is less clear. However, early years practitioners’ and teachers’ perceptions of young children’s behaviour suggest that any behaviour that has an effect on the child’s own and other children’s well-being and on the teaching and learning processes should receive due attention to eliminate future difficulties.
Gender and the extent of behaviour problems Gender is another variable that has frequently been considered in assessing the extent of behaviour problems: it is suggested that boys tend to have higher prevalence rates of behaviour problems than girls. Most studies have consistently reported a ratio of 2 and 3, and in some cases even 4 and 5, boys to 1 girl as exhibiting behaviour problems (Wheldall and Merrett 1988; Shea and Bauer 1987; Davie et al. 1972). These differences seem to diminish among preschoolers, although boys are still perceived to be significantly less well adjusted than girls (Davies and Brember 1991; Jenkins et al.
Behaviour Problems in the Early Years: Early Identification and Intervention by T Papatheodorou