together, enhanced resource as a reflective New Zealand problem-solving. Some tool. Association for Research in changes to structures Education Annual identified through data Conference, December, gathering. Dunedin. Blenkin, G. and Hutchin, Teachers/educators in 67 18 months and 30 months. Case studies. Need to use observation as Motivation necessary. V. (1998). Action research, UK early childhood a diagnostic tool and to be Action research involving Trained staff in most child observations and settings. analytic in assessing quality practitioner and researcher successful settings. professional development: of what children do. partnership. Focus found, Teachers/educators in some evidence from a evidence collected, Observations used to control. research project. Early reflection and evaluation, develop thinking and Hard to work with groups 19 (1), pp. 62–75. years, more evidence etc. practice. of practitioners with Blenkin, G. M. and Kelly, Practitioners making different needs. A. V. (1997). observations and journals Principles of thought processes for into practice in early analysis. childhood education. London: Paul Chapman Publishing Ltd. Langley, J. (1997). Teachers in 4 Christchurch 4 ½ weeks. Interviews with teachers, In kindergartens where a The kindergartens. observation of target criterion of acceptable development of an Screening of children, children’s behaviour. behaviour was set, and training 2 children with severe training to record positive teachers were given programme to enable behaviour problems from responses to appropriate feedback, higher positive kindergarten teachers to each kindergarten. child behaviour and teacher responses to better manage the negative responses to appropriate behaviour was behaviour of young inappropriate child found. 5 out of 8 children’s children with behaviour behaviour in workshops in Thesis submitted behaviour moved from disorders. which theoretical and in partial fulfilment of the disruptive to within the practical activities requirements for the normal range for children undertaken. Practice and Degree of Doctor of of that age. support package teachers – Philosophy. University of required to set goals, Canterbury. Christchurch. monitor and respond to target children’s behaviour. Feedback given.
resource as a reflective tool. New Zealand Association for Research in Education Annual Conference, December, Dunedin. together, enhanced problem-solving. Some changes to structures identified through data gathering. Blenkin, G. and Hutchin, V. (1998). Action research, child observations and professional development: some evidence from a research project. Early years, 19 (1), pp. 62–75. Blenkin, G. M. and Kelly, A. V. (1997). Principles into practice in early childhood education. London: Paul Chapman Publishing Ltd. Teachers/educators in 67 UK early childhood settings. 18 months and 30 months. Action research involving practitioner and researcher partnership. Focus found, evidence collected, reflection and evaluation, more evidence etc. Practitioners making observations and journals of thought processes for analysis. Case studies. Need to use observation as a diagnostic tool and to be analytic in assessing quality of what children do. Observations used to develop thinking and practice. Motivation necessary. Trained staff in most successful settings. Teachers/educators in control. Hard to work with groups of practitioners with different needs. Langley, J. (1997). The development of an training programme to enable kindergarten teachers to better manage the behaviour of young children with behaviour disorders. Thesis submitted in partial fulfilment of the requirements for the Degree of Doctor of Philosophy. University of Canterbury. Christchurch. Teachers in 4 Christchurch kindergartens. 2 children with severe behaviour problems from each kindergarten. 4 ½ weeks. Screening of children, training to record positive responses to appropriate child behaviour and negative responses to inappropriate child behaviour in workshops in which theoretical and practical activities undertaken. Practice and support package – teachers required to set goals, monitor and respond to target children’s behaviour. Feedback given. Interviews with teachers, observation of target children’s behaviour. In kindergartens where a criterion of acceptable behaviour was set, and teachers were given feedback, higher positive teacher responses to appropriate behaviour was found. 5 out of 8 children’s behaviour moved from disruptive to within the normal range for children of that age.
Mitchel-2003-BES-ece-PD.docx