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Abstract

This dissertation explores three aims surrounding the concept of positive behaviour promotion and support and wellbeing within young children in the Early Years. Current and historical literature have been utilised to investigate the impacts positive behaviour promotion may have on children’s wellbeing, as well as its implementation in the Early Years through practitioner pedagogies. 

Positive behaviour promotion and support is ever-evolving due to its holistic and person-centered approach to promoting positive behaviour. Over the past thirty years, Positive Behaviour Support (PBS) has been implemented by practitioners in a multitude of settings to effectively influence positive behaviours and has been supported by various Government frameworks and policies. Currently, implementing positive behaviour practices have been mentioned in the statutory framework the Early Years Foundation Stage (EYFS), to provide practitioners with guidance in promoting and supporting positive behaviours for young children.

Understanding how the underlying principles of positive behaviour promotion and support, particularly PBS, influence practitioner pedagogies and child well-being, was considered to be an important aspect in influencing positive changes to current behaviour management strategies in the Early Years. As such, a literature review was conducted into the historical and current perspectives of PBS and positive behaviour promotion in general, to establish how the practice may influence young children’s well-being.

The review concluded there to be a multitude of ways in promoting positive behaviour which can be implemented through practitioner pedagogy in the Early Years; many of which have already been adopted and are guided by current Government and independent legislation and frameworks. 

 

Course: Early Childhood Studies with Psychology - BA (HONS) - C401S

Date Deposited: 2022-07-25

URI/permalink: https://library.port.ac.uk/dissert/dis13935.html