Publication - Report

Positive behaviour in the early years: research report

Published: 12 Sep 2008
Directorate:
Children and Families Directorate
Part of:
Education
ISBN:
9780755918102

Report of research into perceptions of staff, service providers and parents in managing and promoting positive behaviour in early years and early primary settings.

186 page PDF

956.8 kB

186 page PDF

956.8 kB

Contents
Positive behaviour in the early years: research report
ANNEX 5 ANALYSIS OF TEACHER PERCEPTION DATA FOR SUB-GROUP OF 681 CHILDREN FOR WHOM NO PARENTS DATA IS HELD

186 page PDF

956.8 kB

ANNEX 5 ANALYSIS OF TEACHER PERCEPTION DATA FOR SUB-GROUP OF 681 CHILDREN FOR WHOM NO PARENTS DATA IS HELD

The first set of tables is for the new sub group of children for whom we only have teacher perception data.

Overall the figures for children for whom we only have teacher data, rather than parent and teacher data, in terms of SDQ are very similar. There is a very slightly higher number of reported difficulties, and these are in the Pro-social area - but it is only 2.7 % difference which represents 38 cases.

By looking at the child cases where parents didn't respond, we can be assured that this group does not show a different pattern on SDQ than for the total sample.

Position of staff completing SDQ questionnaires for which there are no matched parent returns

POSITION

Cases

Frequency

Percent

Valid Percent

Cumulative Percent

Manager/Head Teacher

Valid

14

2.1

2.4

2.4

Teacher/Nursery Teacher

264

38.8

44.4

46.7

Nursery Assistant/Nursery Nurse

300

44.1

50.4

97.1

Group of Teachers

17

2.5

2.9

100.0

Total

595

87.4

100.0

Missing data

86

12.6

Total

681

100.0

Total Difficulties on SDQ by item

Scale Items

Frequency

Percent

Valid Percent

Cumulative Percent

Scale Items

.00

49

7.2

7.8

7.8

Often complains of headaches, stomach aches

1.00

47

6.9

7.5

15.4

Many worries, often seems worried

2.00

33

4.8

5.3

20.6

Often unhappy, downhearted or tearful

3.00

35

5.1

5.6

26.2

Nervous or clingy in new situations

4.00

62

9.1

9.9

36.2

Many fears, easily scared

5.00

46

6.8

7.4

43.5

Often has temper tantrums or hot tempers

6.00

44

6.5

7.0

50.6

Generally obedient, usually does what adults request

7.00

36

5.3

5.8

56.3

Often fights with other children or bullies them

8.00

39

5.7

6.2

62.6

Often lies or cheats •

9.00

29

4.3

4.6

67.2

Steals from home, school or elsewhere **

10.00

33

4.8

5.3

72.5

Restless, overactive, cannot stay still for long

11.00

29

4.3

4.6

77.1

Constantly fidgeting or squirming

12.00

13

1.9

2.1

79.2

Easily distracted, concentration wanders

13.00

25

3.7

4.0

83.2

Thinks things out before acting

14.00

16

2.3

2.6

85.8

Sees tasks through to the end, good attention span

15.00

18

2.6

2.9

88.6

Rather solitary, tends to play alone

16.00

14

2.1

2.2

90.9

Has at least one good friend

17.00

9

1.3

1.4

92.3

Generally liked by other children

18.00

8

1.2

1.3

93.6

Picked on or bullied by other children

19.00

9

1.3

1.4

95.0

Gets on better with adults than with other children

20.00

2

.3

.3

95.4

Considerate of other people's feelings

21.00

7

1.0

1.1

96.5

Shares readily with other children

22.00

6

0.9

1.0

97.4

Helpful if someone is hurt, upset or feeling ill

23.00

2

0.3

0.3

97.8

Kind to younger children

24.00

3

0.4

0.5

98.2

Often volunteers to help others

25.00

4

0.6

0.6

98.9

0-3 Appetite items

26.00

4

0.6

0.6

99.5

0-3 Sleeping items

27.00

1

0.1

0.2

99.7

0-3 Toileting items

28.00

2

0.3

0.3

100.0

Total

625

91.8

100.0

Missing

System

56

8.2

Total

681

100.0

* (in 3-4 version: often argumentative with adults) **(in 3-4 version: can be spiteful to others)

Tables showing frequency of Strengths and Difficulties by SDQ Categories

Total Class

Level

Frequency

Percent

Valid Percent

Cumulative Percent

22.9%
borderline or
abnormal
levels

Normal

482

70.8

77.1

77.1

Borderline

72

10.6

11.5

88.6

Abnormal

71

10.4

11.4

100.0

Total

625

91.8

100.0

Missing Cases

56

8.2

Total

681

100.0

Emotion Class

Level

Frequency

Percent

Valid Percent

Cumulative Percent

7.5%
borderline or
abnormal
levels

Normal

615

90.3

92.5

92.5

Borderline

18

2.6

2.7

95.2

Abnormal

32

4.7

4.8

100.0

Total

665

97.7

100.0

Missing Cases

16

2.3

Total

681

100.0

Conduct Class

Level

Frequency

Percent

Valid Percent

Cumulative Percent

16.1%
borderline or
abnormal
levels

Normal

555

81.5

83.8

83.8

Borderline

36

5.3

5.4

89.3

Abnormal

71

10.4

10.7

100.0

Total

662

97.2

100.0

Missing Cases

19

2.8

Total

681

100.0

Hyperactivity Class

Level

Frequency

Percent

Valid Percent

Cumulative Percent

26.5%
borderline or
abnormal
levels

Normal

486

71.4

73.5

73.5

Borderline

50

7.3

7.6

81.1

Abnormal

125

18.4

18.9

100.0

Total

661

97.1

100.0

Missing Cases

20

2.9

Total

681

100.0

Peer Class

Level

Frequency

Percent

Valid Percent

Cumulative Percent

17.6%
borderline or
abnormal
levels

Normal

544

79.9

82.4

82.4

Borderline

48

7.0

7.3

89.7

Abnormal

68

10.0

10.3

100.0

Total

660

96.9

100.0

Missing Cases

21

3.1

Total

681

100.0

Pro-social Class

Frequency

Percent

Valid Percent

Cumulative Percent

35.9%
borderline or
abnormal
levels

Normal

408

59.9

64.2

64.2

Borderline

106

15.6

16.7

80.8

Abnormal

122

17.9

19.2

100.0

Total

636

93.4

100.0

Missing Cases

45

6.6

Total

681

100.0

Correlations between gender
and pro-social class of SDQ

GENDER

Pro-socialClass

GENDER

Pearson Correlation

1

-.171

Sig. (2-tailed)

.

.000

N

628

584

Pro-socialClass

Pearson Correlation

-.171

1

Sig. (2-tailed)

.000

.

N

584

636

** Correlation is significant at the 0.01 level (2-tailed)

(> correlation, ie more boys will have poorer pro-social behaviours)

Tables showing extent and nature of difficulties T- SDQ - Full cohort teacher data

Total Class

Level

Frequency

Percent

Valid Percent

Cumulative Percent

24.5%
borderline or
abnormal
levels

Normal

838

56.8

75.5

75.5

Borderline

144

9.8

13.0

88.5

Abnormal

128

8.7

11.5

100.0

Total

1110

75.2

100.0

Missing Cases

366

24.8

Total

1476

100.0

Emotion Class

Level

Frequency

Percent

Valid Percent

Cumulative Percent

8.1%
borderline or
abnormal
levels

Normal

1076

72.9

91.9

91.9

Borderline

39

2.6

3.3

95.2

Abnormal

56

3.8

4.8

100.0

Total

1171

79.3

100.0

Missing Cases

305

20.7

Total

1476

100.0

Conduct Class

Level

Frequency

Percent

Valid Percent

Cumulative Percent

16.8%
borderline or
abnormal
levels

Normal

978

66.3

83.2

83.2

Borderline

66

4.5

5.6

88.8

Abnormal

132

8.9

11.2

100.0

Total

1176

79.7

100.0

Missing Cases

300

20.3

Total

1476

100.0

Hyperactivity Class

Level

Frequency

Percent

Valid Percent

Cumulative Percent

26.2%

borderline or
abnormal
levels

Normal

865

58.6

73.8

73.8

Borderline

76

5.1

6.5

80.3

Abnormal

231

15.7

19.7

100.0

Total

1172

79.4

100.0

Missing Cases

304

20.6

Total

1476

100.0

Peer Class

Frequency

Percent

Valid Percent

Cumulative Percent

17.8%
borderline or
abnormal
levels

Normal

959

65.0

82.2

82.2

Borderline

84

5.7

7.2

89.4

Abnormal

124

8.4

10.6

100.0

Total

1167

79.1

100.0

Missing Cases

309

20.9

Total

1476

100.0

Pro-social Class

Level

Frequency

Percent

Valid Percent

Cumulative Percent

33.2%
borderline or
abnormal
levels

Normal

754

51.1

66.8

66.8

Borderline

168

11.4

14.9

81.7

Abnormal

206

14.0

18.3

100.0

Total

1128

76.4

100.0

Missing Cases

348

23.6

Total

1476

100.0