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. Drawing on a range of theoretical frameworks, this book: Translates theoretical insights into adaptable and practical responses Considers children's strengths and needs with regards to resilience and mental health Includes case studies, tasks and questions for reflection Identifies innovative practical strategies for supporting positive behaviour in educational settings Combining theoretical perspectives on supporting positive behaviour, Supporting Positive Behaviour in Early Childhood Settings and Primary Schools is user-friendly and conceptually unified. It gives early childhood and primary students and teachers a clear understanding of what to do to facilitate positive behaviour and why to do it, encouraging true professionalism in education, and ensuring children learn and develop to their highest potential.

Many teachers feel overwhelmed and lack confidence when it comes to dealing with mental health and emotional well-being of children these issues in their classrooms. This text supports schools and teachers to develop strategies to enhance the importance of mental health and emotional well-being, to work on preventative strategies and to support children when they need more intervention. The new edition of this important text is now updated to include coverage on the impact of early life experiences on children′s mental health as well as more on the influence of technology and social media. This second edition also comes with a new ′critical thinking′ feature that encourages students to reflect on these issues. It outlines lots of effective strategies for working with children who are struggling to manage the school day and offers advice for engaging meaningfully with parents. The final chapter ′Who′s looking after who?′ reminds the reader that schools should seek to support their staff, as well as their pupils.

This book provides a highly informative yet concise overview of special education and inclusive education that serves as a valuable introduction to the field. Using a framework and relevant scenarios in inclusive educational settings to help readers develop a basic understanding of key concepts, it shares effective practices and engages readers in discussions on current research. Further, it highlights the commonalities between different levels of education and explores transitions across them. The book addresses theory, policy, practice and research issues in special education and inclusive education from an Australian perspective, focusing on current developments in Australian educational settings and classrooms. It also examines international issues and developments while highlighting the unique characteristics of the Australian educational context. As such, it appeals to post-graduate students, pre-service teachers, teachers and other professionals in the area.

This highly practical book shows how staff in early years settings can implement simple changes to make positive behaviour a reality for all. Based on his vast experience in the field, the author provides an array of positive behaviour strategies that can be successful with the widest variety of children, whatever the reason for their behaviour. Designed to appeal to and be accessible for all early years practitioners, this book includes strategies and advice on: how to structure learning environments to encourage positive behaviour providing equality of opportunity, and responding to individual needs teaching emotional literacy working in partnership with parents positive strategies for working with children with autism, ADHD, or withdrawn or distressed children. Supported by extensive case studies, photocopiable material and pro formas, this book will be essential reading for early years workers in a wide variety of settings, as well as students studying childcare at NVQ or degree level.

Young children’s personal, social and emotional development is of central importance to all those working in the Early Years. Offering thought-provoking questions and practical suggestions to help readers to reflect on and develop their own practice, this fourth edition of Marion Dowling’s much-loved book has been fully updated to include: Expanded coverage of key topics including independent thinking, living and learning with others, and dispositions for learning A new chapter on ‘Vulnerable Children and Fragile Families’, with sections on identifying risk, talking to families, and safeguarding and protection Guidance for working with parents in every chapter Updated links to the EYFS and a focus on two year olds. This is essential reading for all Early Years students and practitioners, and anyone working with or caring for young children.

Psychology's contribution to health research and clinical practice continues to grow at a phenomenal pace. In this book a global and multidisciplinary selection of outstanding academics and clinicians focus on the psychological well-being and positive health of both children and families in order to 'depathologise' mental disorders.

This book brings a refreshing perspective to preparing students with disabilities and their families for all aspects of independent life. Many of the transitions experienced by younger children set the stage for future changes, yet do not receive the attention they deserve in the literature. This publication offers a strengths-based approach that includes philosophical perspectives and evidence-based practices to assist this vulnerable population with lifespan changes and challenges. Each chapter addresses transitional needs and their assessment, and relevant interventions from the perspectives of an application to schools, families and communities. Multicultural perspectives are integral to all these chapters. The book covers transition from: - home to early childhood education - early childhood education to primary school - primary school to secondary school - primary school to special settings - juvenile justice settings back into the community - school to work - school to further education or training - post-school settings to retirement. Lifespan Transitions and Disability: A holistic perspective is a necessary companion for postgraduate education students and researchers who have an interest in exploring the nature and context of special and inclusive education today.

The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the ECEC workforce. It offers an opportunity to learn about the characteristics of the workforce, the practices they use with children, their beliefs about children’s development and their views on the profession and on the sector. This first volume of findings, Providing Quality Early Childhood Education and Care, examines multiple factors that can affect the quality of ECEC and thereby can influence children’s learning, development and well-being.

The Early Years Handbook for Students and Practitioners is a comprehensive and accessible course text for all degree level students undertaking programmes related to early years and childhood studies. Designed and written by the SEFDEY Professional Association and a team of new expert contributors, this text provides a balanced approach to the subjects discussed and encourages you to consider and challenge perceptions of early years and to promote good professional practice. This edition has been extended to cover the learning and development of children from birth to 8 years and features new chapters on research, risk, neuroscience, the environment and more. Divided into four parts - The Student-Practitioner-Professional; The Learning and Development of Children 0-8; The Child, Family and Society; and The Senior Practitioner-Professional - the book covers all aspects of working with young children and engages you with theory that is explicitly linked to your practice. In each chapter, the book seeks to help you develop your professional identity and includes: Activities to help you to reflect on your own practice Debates and dilemmas to promote discussion between students and colleagues Real-life case studies and photographs to illustrate key points Extended "reflective thinking" boxes outlining key research in the field and implications for practice Suggestions for key projects to help those looking for research topics The book is supported by a companion website featuring, for students, links to useful websites and video material, and an interactive flashcard glossary. Online support for lecturers includes ideas for tasks and activities to use in class and the diagrams and images in the book available to download.

This brief defines student wellbeing and outlines seven evidence-informed pathways that schools can take to promote student wellbeing and develop their school as an enabling institution. The acronym PROSPER is applied as an organizer for both the psychological elements of wellbeing and for these Positive Education pathways. These pathways focus on encouraging Positivity, building Relationships, facilitating Outcomes and a sense of competence, focusing on Strengths, fostering a sense of Purpose, enhancing Engagement and teaching Resilience. Each pathway draws on both the principles of positive psychology and the educational research that identifies the impact of each pathway for student learning. The benefits of a school-wide focus on student wellbeing for student engagement in learning and their success in school and in life are outlined. Practical guidelines for the development and implementation of educational policy that has student wellbeing as its central focus are also provided.