Becoming a problem: Behaviour and reputation in the early years classroom

Abstract

How does it happen that some children acquire a reputation as a 'problem' in school? The article discusses some findings of a qualitative study involving children in the Reception year (ages 4-5). The research focused on problematic behaviour as this emerged within, and was shaped by, the culture of the classroom. A key question for the research was: what makes it difficult for some children to be, and to be recognised as, good students? Using an analytic framework derived from discourse and conversation analysis, we identify some critical factors in the production of reputation, including: the 'discursive framing' of behaviour; the public nature of classroom discipline; the linking of behaviour, learning and emotions; the interactional complexities of being (seen to be) good, and the demands on children of passing as the 'proper child' required by prevailing discourses of normal development, as coded in UK early years curriculum policy and pedagogy.

An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes

“…All in all, the current findings add to the literature not only by providing evidence on the relationship between teacher expectations and perceptions of student behavior (Bennet et al 1993;Hecht and Greenfield 2002), but also by showing that this association is rather complex due to differences among teachers and dependence on students' performance levels. Further investigation of the association between perceptions and expectations may be needed, as perceptions and expectations may sometimes be inaccurate (Lane et al 2006;MacLure et al 2012) and both may influence teacher behavior and the subsequent performance of students (e.g., Bennet et al 1993;Brophy and Good 1970;Hamre and Pianta 2006;Ready and Wright 2011;Rubie-Davies 2007, 2008, 2010.…”

Early years learning, play pedagogy and social class

“…But ought we to focus simply on matters of improving access and opportunity, positioning EYE itself as a primary source of cultural capital and educational resource? Is it, the wrong place to centre attention (see Ball, 2009;Evans and Davies, 2010) rather than on the dynamic between family and individual perceptions and transactions within EYE centres (Rogers and Lapping, 2012;MacLure, Jones, Holmes and MacRae, 2012) and state ideologies as to the purposes of EYE and education generally where reproduction of extant social and cultural inequalities in the UK is to be found? These issues are addressed below.…”

Confusions and Conundrums During Final Practicum: A Study of Preservice Teachers’ Knowledge of Challenging Behaviour

“…The impact of such variations on students' educational experiences is keenly noted in the literature (e.g. Harwood 2006;Humphry 2013;Laws 1999;MacLure et al 2012;McMahon 2012;Millei 2005).…”