Handling hard-to-manage behaviours in pre-school provision: a systems approach

Hugh Foot, Lisa Woolfson, Melody Terras, Claire Norfolk

Research output: Contribution to journalArticle

Abstract

The perceptions and experiences of hard-to-manage behaviours were
explored among 32 staff working in a variety of local authority and private
nurseries and playgroups. Semi-structured interviews were conducted to
ascertain what behaviours in children staff find most challenging, how they
were managed and concerns communicated to parents.
Results showed
that aggression, inability to share and refusal were perceived as the most
prevalent and worrying. Exclusion, explanation and distraction were the
most frequently used strategies for handling such behaviours. Staff who
were prepared to raise with parents their concerns about problematic
behaviours that endangered the child’s safety were out-of-character or
persistent.
A systems approach, based upon the ecological congruence
model, was adopted to explain the links between staff perceptions and their
tolerance for discrepancies from social norms. Staff–parent communication
effectiveness was interpreted in terms of the home–pre-school relationship.
Original languageEnglish
Pages (from-to)115-138
Number of pages24
JournalJournal of Early Childhood Research
Volume2
Issue number2
DOIs
Publication statusPublished - 2004

Fingerprint

Systems Analysis
Parents
staff
Child Behavior
Aggression
school
parents
Interviews
Safety
Social Norms
aggression
exclusion
interview
experience

Keywords

  • behaviour management
  • ecological congruence model
  • social inclusion
  • staff-parent communication
  • staff perception
  • systems approach

Cite this

Foot, Hugh ; Woolfson, Lisa ; Terras, Melody ; Norfolk, Claire. / Handling hard-to-manage behaviours in pre-school provision : a systems approach. In: Journal of Early Childhood Research. 2004 ; Vol. 2, No. 2. pp. 115-138.
@article{5c980d53b21d478da0293c44be2970af,
title = "Handling hard-to-manage behaviours in pre-school provision: a systems approach",
abstract = "The perceptions and experiences of hard-to-manage behaviours wereexplored among 32 staff working in a variety of local authority and privatenurseries and playgroups. Semi-structured interviews were conducted toascertain what behaviours in children staff find most challenging, how theywere managed and concerns communicated to parents. Results showedthat aggression, inability to share and refusal were perceived as the mostprevalent and worrying. Exclusion, explanation and distraction were themost frequently used strategies for handling such behaviours. Staff whowere prepared to raise with parents their concerns about problematicbehaviours that endangered the child’s safety were out-of-character orpersistent. A systems approach, based upon the ecological congruencemodel, was adopted to explain the links between staff perceptions and theirtolerance for discrepancies from social norms. Staff–parent communicationeffectiveness was interpreted in terms of the home–pre-school relationship.",
keywords = "behaviour management, ecological congruence model, social inclusion, staff-parent communication, staff perception, systems approach",
author = "Hugh Foot and Lisa Woolfson and Melody Terras and Claire Norfolk",
year = "2004",
doi = "10.1177/1476718X04042970",
language = "English",
volume = "2",
pages = "115--138",
journal = "Journal of Early Childhood Research",
issn = "1476-718X",
publisher = "SAGE Publications",
number = "2",

}

Handling hard-to-manage behaviours in pre-school provision : a systems approach. / Foot, Hugh; Woolfson, Lisa; Terras, Melody; Norfolk, Claire.

In: Journal of Early Childhood Research, Vol. 2, No. 2, 2004, p. 115-138.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Handling hard-to-manage behaviours in pre-school provision

T2 - a systems approach

AU - Foot, Hugh

AU - Woolfson, Lisa

AU - Terras, Melody

AU - Norfolk, Claire

PY - 2004

Y1 - 2004

N2 - The perceptions and experiences of hard-to-manage behaviours wereexplored among 32 staff working in a variety of local authority and privatenurseries and playgroups. Semi-structured interviews were conducted toascertain what behaviours in children staff find most challenging, how theywere managed and concerns communicated to parents. Results showedthat aggression, inability to share and refusal were perceived as the mostprevalent and worrying. Exclusion, explanation and distraction were themost frequently used strategies for handling such behaviours. Staff whowere prepared to raise with parents their concerns about problematicbehaviours that endangered the child’s safety were out-of-character orpersistent. A systems approach, based upon the ecological congruencemodel, was adopted to explain the links between staff perceptions and theirtolerance for discrepancies from social norms. Staff–parent communicationeffectiveness was interpreted in terms of the home–pre-school relationship.

AB - The perceptions and experiences of hard-to-manage behaviours wereexplored among 32 staff working in a variety of local authority and privatenurseries and playgroups. Semi-structured interviews were conducted toascertain what behaviours in children staff find most challenging, how theywere managed and concerns communicated to parents. Results showedthat aggression, inability to share and refusal were perceived as the mostprevalent and worrying. Exclusion, explanation and distraction were themost frequently used strategies for handling such behaviours. Staff whowere prepared to raise with parents their concerns about problematicbehaviours that endangered the child’s safety were out-of-character orpersistent. A systems approach, based upon the ecological congruencemodel, was adopted to explain the links between staff perceptions and theirtolerance for discrepancies from social norms. Staff–parent communicationeffectiveness was interpreted in terms of the home–pre-school relationship.

KW - behaviour management

KW - ecological congruence model

KW - social inclusion

KW - staff-parent communication

KW - staff perception

KW - systems approach

U2 - 10.1177/1476718X04042970

DO - 10.1177/1476718X04042970

M3 - Article

VL - 2

SP - 115

EP - 138

JO - Journal of Early Childhood Research

JF - Journal of Early Childhood Research

SN - 1476-718X

IS - 2

ER -