Description
Disruptive behavior can pose a difficult challenge to any early years practitioner in childcare and early education settings. Various strategies exist for dealing with such behavior, but all too many rely on the labelling of the child as a ‘problem’, with all the negative connotations that this signifies. This book is aimed at anyone who works with young children and wishes to ensure that the strategies they use when intervening in their behavior are as positive as possible. Throughout, the focus is on positive changes that setting staff can make to maximize positive behavior. The children are not labelled, but enabled. Based on his vast experience in the field, the author provides here an array of positive behavior strategies that can be successful with the widest variety of children, whatever the ‘reason’ for their behavior. Specifically designed to be accessible to all early years practitioners, this book includes strategies and advice on: – How to structure learning environments to encourage positive behavior – Providing equality of opportunity, and responding to individual needs – Teaching emotional literacy – Working in partnership with parents – Positive strategies for working with children with particular difficulties – Writing your own positive behavior policy Case studies are frequently used to illustrate good practice, and practitioners will find within a wealth of tried and tested strategies that have resulted in real improvements to young children’s behavior. Essential reading for early years workers at any setting, in addition to students studying childcare at NVQ or degree level, this book will be of real value to anyone who cares aboutyoung children’s behavior and wishes to make their earliest experiences of the education system as positive as possible.
