Getting the balance right: the challenge of balancing praise and correction for early school years children who exhibit oppositional and defiant behaviour

Fields, Barry (2012) Getting the balance right: the challenge of balancing praise and correction for early school years children who exhibit oppositional and defiant behaviour. Australasian Journal of Early Childhood, 37 (4). pp. 24-28. ISSN 0312-5033

Abstract

Increasingly, early childhood practitioners are faced with children who present with significant levels of oppositional and defiant behaviour. The management of this behaviour is often difficult and stressful. Efforts to minimise disruptive behaviour and to encourage more prosocial behaviour have very much revolved around the teaching of appropriate behaviour and the acknowledgement and reward of it when it occurs. More and more schools are using approaches like School Wide Positive Behaviour Support (SWPBS) to achieve a better positive acknowledgement to correction balance in teacher-child interactions. Just how successful schools are in this respect and with particular reference to interactions with children who display oppositional and defiant behaviours was the subject of two exploratory investigations, results of which are reported in this paper.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to published version due to publisher copyright policy.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 11 Jun 2013 02:27
Last Modified: 04 Mar 2015 22:46
Uncontrolled Keywords: behaviour issues; children; balance
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170202 Decision Making
13 Education > 1301 Education Systems > 130102 Early Childhood Education (excl. Maori)
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/23596

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