Behaviour Problems in the Early Years

A Guide for Understanding and Support

Theodora Papatheodorou

• Publisher: Routledge
• Year: 2005
• ISBN:
  9781134446919
• Edition: 1
• Topic: Pedagogía
• Subtopic: Educación general

Addressing the issue of behaviour problems in the early years, this book offers early years practitioners a practical and well-researched resource covering subjects such as:

• the nature and extent of behaviour problems in the early years
• definitions of behaviour problems
• theoretical frameworks and factors
• screening and assessment
• a blueprint for early identification and intervention.

This resource is based on the author's own experience and research in early years practice and she uses a range of practical tips, strategies, activity ideas, forms and checklists to convey her message.

Papatheodorou shows that successful early identification and management of behaviour problems requires informed practice that takes into account existing theoretical and conceptual works. All professionals working in an early years environment will find this an invaluable read.

Part 1

Understanding behaviour problems

Chapter 1

Behaviour problems in the early years

An issue for concern?

The importance placed on academic achievement clearly underpins current policy and the research agenda that is reflected in conference themes and newspaper headlines. ‘Under-5s prove to have the write stuff’ was the headline of a report in the Times Educational Supplement in 1999 reporting that ‘The number of four-year-olds able to write their names when they start school doubled between 1997 and 1998’ (Cassidy 1999). ‘A Curriculum for Babies’ was a conference theme (RNIB 2000) and a satirical cartoon even appeared in the Times Educational Supplement (2000) showing a nurse/doctor handing the new-born baby over to the mother saying ‘Congratulations… It’s an accountant.’

At the same time, there is an acknowledgement that more young children than ever are being identified as exhibiting behaviour problems, even in the less formal environment of the early years settings. In an enquiry undertaken in Western Europe in the early 1980s, among over one hundred university professors, educational psychologists, heads of special schools and researchers, it was found that progressively younger children were showing signs of disruptive behaviour. Respondents recognised that behaviour problems were ‘starting to be seen among younger children and thus in primary school and even at the preschool stage’ (Lawrence and Steed 1984:11). In the UK, teachers in primary schools also admitted that behaviour problems start earlier in children’s lives (Lawrence and Steed 1986).

Across the Atlantic, the Early Report (2001:2), quoting Linda Nelson, voices the same concerns when it states that ‘the number of children under the age of five with a history of being expelled from multiple child care programs due to challenging behaviours is a growing concern’. In the same vein, Shonkoff and Phillips (2000:104) state that ‘Just 20 years ago, the thought that very young children could manifest serious psychological disorders was unimaginable. Today people recognise that toddlers and preschoolers are subject to many of the same kinds of emotion-related disorders that have long been studied in older children, adolescents and adults.’

A contentious issue?

Some problems do persist for considerable periods of time throughout the preschool years and can prove to be long-lasting if no help is given (Egeland et al. 1990; Douglas 1989; Kauffman 1989; Laing 1984; Jenkins et al. 1984). In addition to this, children who exhibit problems at an early age tend to exhibit more behaviour problems in later childhood and adulthood than those children who have similar problems but with a later onset (Walker-Hall and Sylva 2001; Clarizio 1990; Lawrence and Steed 1986). Even before young children’s behaviour problems started to draw attention (Hughes et al. 1979), pointed out that a significant proportion of children who were exhibiting behaviour difficulties on entry to school were still displaying these problems eighteen months later. Such research findings lend weight to arguments that young children’s behaviour difficulties and problems should not be ignored.

On the other hand, it is often argued that behaviour problems in young children are common and temporary, and frequently related to developmental and maturational factors in the child (Shonkoff and Phillips 2000; Tibbets et al. 1986; Jenkins et al. 1984). In this period of major and swift developmental changes, many problems evident in preschoolers, such as tantrums, inattentiveness and aggression, are, to some extent, normative and simply reflect developmental changes, pressures and obstacles (Egeland et al. 1990). In addition, the broad range of individual differences makes it difficult to distinguish normal variations from maturational delays and transient from persistent problems (Shonkoff and Phillips 2000). In young children, many behaviour problems arise simply because the children do not yet know what is socially acceptable and what is expected of them. Often, even if children know what behaviours are acceptable or expected, they are not necessarily capable of pro-ducing them at this stage (Fontana 1985). Indeed, Douglas (1989) comments that the behaviour problems that many children show in the early years will eventually resolve themselves and disappear. Usually, as children get older and the nursery experience is absorbed, they tend to develop more socially acceptable behaviour patterns (Laing 1984). Such arguments would appear to support the practice of ignoring behaviours considered to be unusual or different from the norm. But is this enough?

What behaviours are of concern in the early years?

In the case of young children, it is far from easy to distinguish between those difficulties which are of a temporary nature and those which may have more lasting effect. As the case studies outlined below illustrate, the question is what behaviours should be of concern during the early years?

Case study 1: Tony in the nursery class Tony is four years and three months old and he attends a nursery class for a second year. He is a clever, intelligent and exceptionally creative boy. He is also the ‘clown’ of the class. Against all the teacher’s efforts, Tony’s behaviour remains a challenge for her, the other staff and the children in the nursery. Tony always finishes his work quickly, without completing it. When the nursery teacher, Mrs Rose, encourages him to look at his work again and make some effort, he replies that he has finished and his work is good. He then starts wandering from one working group to another making faces and gestures and causing laughter and much excitement. Mrs Rose has repeatedly tried to discourage him from this kind of behaviour either by talking to him and reasoning with him or, on some occasions, by telling him off and threatening to punish him if he will not stop. Nothing seems to work with Tony.

case study 2: Angelica in the nursery class Angelica is four and half years old and she has attended the nursery class, run at the church hall, for almost six months now. Angelica has good social and language skills that are evident to all members of staff and visitors. Recently, some children have been complaining that Angelica takes their toys and spoils their play. She hits, beats and bites them. The nursery teacher, Mrs Wright, herself witnessed such behaviour on two occasions. In the first instance, Angelica was trying to take some toys from Maria, another girl in the nursery class. When Maria protested and refused to give the toys, Angelica scratched her on the face and ran away with the toys. On the second occasion, Angelica wanted the tricycle which Jack, a boy from the class, was riding. Jack refused to give up the tricycle and Angelica pushed him. Jack fell on the concrete playground and hurt his leg. On both occasions, Mrs Wright told Angelica off and warned her that next time she behaved like that she would punish her. Angelica apologized and promised not to do it again. Her behaviour, however, did not change.

Mrs Wright has also observed that, recently, Angelica avoids doing or completing any of the activities set out. She often withdraws to the home corner, playing on her own, or sits in the book corner looking at and reading picture books.

case study 3: George and Annie in the reception class George is four and a half years old and he attends the reception class at the local primary school. Recently, Mrs Smith, George’s mum, visited the class teacher to express her concerns about George’s unwillingness to attend the school. Since December (it is now the end of January), almost every morning, George has been complaining that he does not feel well. But the few times Mrs Smith gave in and kept George

at home he was OK. After long conversations with George, Mrs Smith came to think that he might have been having trouble with Annie. Annie called him names such as ‘baby’, ‘ugly’ and ‘chimpanzee’. She spoiled his snack and, a few times, she had taken some of the toys that George used to take with him to share with his friends.

The class teacher, Mrs Proctor, seemed surprised. She said that Annie is a well-behaved and articulate girl with good manners and social skills. She couldn’t see why Annie should have taken George’s snack. She always had her own. As for the toys, Mrs Proctor said that, by now, all parents and children should know that nobody is allowed to bring toys or other stuff from home, because of the problems, like these, that are created. Mrs Proctor said that she was sorry about the way George felt. She did not, actually, notice any problems. He is a quiet and well-mannered boy and he seems to get on well with all children. As far as she knows, he has never caused any trouble or been involved in trouble. He is actually so quiet that she sometimes forgets that he is in the classroom.

Mrs Proctor thanked Mrs Smith for sharing her concerns and she promised to look at the situation to find out exactly what is happening.

Case study 4: James in the reception class James is four years and three months old and he has attended the reception class in the local school since September (it is now mid-November). He is an affectionate boy and plays well with all children. He seems to get on especially well with the girls, with whom he spends most of the free-play time in the home corner. He likes playing with soft toys and dolls. Because of this, some children call him names such as ‘baby’ and ‘girly’. On these occasions Mrs MacNab tells the children off by reminding them that name-calling is not allowed in the school. James ignores the name-calling and he seems not to be upset.

James is often clumsy and has some difficulties in walking and running. The rest of the children seem to avoid including him in their play and games, especially when they are outdoors. James, however, shows much perseverance in ‘including himself’ in the play, although peripherally. When play is not going well, he is always the one to be blamed. The other children ‘punish’ him by excluding him from the game. However, his punishment lasts just a few minutes. He keeps going back asking the children to let him join the game again.

The other children are complaining to the teacher that James has been naughty and spoils their play. The teacher discreetly interfered to resolve the problem by guiding and advising both James and the other children. She was not sure whether this was the right thing to do, though. She believes that the children should be given the opportunity to resolve their differences on their own. In addition, she felt that she was imposing James’s presence on to other children. But she felt for him being always blamed. It was not his fault that he was not doing well in physical activities. And, anyway, he is such a good-natured child.

Every morning, James arrives at school accompanied by his mother, Mrs Todd. Throughout the school-day, Mrs Todd spends her time in her car parked outside the school. From the early days, Mrs McNab tried to suggest to Mrs Todd, in a discreet manner, that there was no need to stay there any more. She reassured her that, even from the first days, James had adjusted well in the school. Mrs Todd replied that she needed to be there in case James needs her.

Recently, however, Mrs MacNab started to be concerned about James’s change of behaviour. He spends most of his time in the home corner playing on his own. Often he stands on the chair to see whether his mother is outside. On a few occasions he started crying, saying that he wanted to go home. During the outdoors playtime, he has stopped making any effort to join the other children. He spends most of his time with his mother.

Case study 5: Tina in Year 1 Tina is five years old and has attended Year 1 in the local primary school for almost six months now. In contrast with other children she seems not to have adjusted to the class environment and routine. She is always the last to follow the teacher’s instructions and guidance with regard to planned activities. She always finds something else to do, such as tidying up the home and book corner, picking up any toys and games left on the floor, cleaning up the tables, sharpening the pencils and colour pens. It often takes the teacher’s personal invitation for her to respond. Usually, in these instances the teacher invites her to join the group and sit next to her.

During story time and group discussions, Tina constantly interrupts the teacher and the other children to answer questions or make suggestions She indicates although politely that she knows the story and what will happen next. She often takes over from the teacher, either carrying on with the story or, if she does not know the story, by developing it as she likes, often blending it with her life’s events. During activities set up by the teacher, Tina is constantly asking for the teacher’s help. The teacher, Mrs Green, usually responds by helping and encouraging her to continue her work. If Mrs Green does not respond, Tina either complains that she does not know what to do and how to do it, or asks the teacher to check whether she has done her work well.

Tina is a pleasant girl with good language and communication skills and seems to do well in all activities. Mrs Green is always positive with her, but she feels that Tina takes a lot of her time and that is not fair for some of the other children who often need her help and support more. During freeplay, Tina is often wandering around, not concentrating on any particular activities. She usually ends up talking to other members of staff. All the staff like her and even spoil her with their attention. She is a much liked child and they find it difficult to be strict with her.

Case study 6: Rory in Year 1 Rory has been attending the Year 1 class since September. By mid-November the teacher, Mrs Tucker, felt that she had exhausted all her energy and understanding as well as all her management skills dealing with Rory’s behaviour. Rory never sits in one place. He jumps on the tables, chairs and the windowsill and a few times he has hurt himself seriously. He jumps on to other children, kicks and destroys their construction games, snatches their work and rips it up. When he is told off or has ‘time-off’ he starts swearing ...

Table of contents

• Cover Page
• Title Page
• Copyright Page
• Figures
• Forms
• Tables
• Preface
• Acknowledgements
• Abbreviations
• Part I: Understanding behaviour problems
• Part II: Support for positive behaviour
• References