This book is for all educators working or aspiring to work with young children in early years educational settings. The book specifically addresses the behaviour of young children, 3-8 years-old attending nursery and reception classes and early grades of primary school. It illustrates pedagogical principles and practices that are informed by theories and key ideas from various fields of study (such as social, developmental and cognitive psychology; neuroscience; pedagogy; philosophy) and are anchored in the UN Convention on the Rights of the Child.

By reading this book you will have a better understanding of the pedagogical implications of issues such as:

• educators’ awareness of own attitudes and values
• the contextual factors that influence young children’s behaviour and the affective and cognitive processes that shape children’s emotional and social world 
• the importance of defining behaviour on continuum of strength and need rather than on binary dimensions and the challenges encountered in labelling and defining behaviour
• current trends in behaviours reported as being (or perceived as being) challenging/disruptive, and the potential impact of educational factors for such reports
• creating enabling environments for positive behaviours, beyond notions of discipline and behaviour management
• use of statutory requirements and relevant tools for planning evidence-based support
• enabling young children’s voice and participation, though the Life Space Review, for planning support
• enabling and developing respectful and trustful collaboration with parents and with other professionals
• devising and implementing evidence-based individual behaviour support plans
• considering the merits and limitations of rewards systems and some well-established intervention programmes
• the use of story-playing as a framework for promoting emotional well-being
• reflecting on own professional learning and practice