Supporting Behaviour in Early Childhood Education for Enhanced Teacher and Child Wellbeing through Behaviour Support Strategies

Abstract

Challenging behaviour among children in Australian Early Childhood Education and Care (ECEC) settings is increasing, contributing to worsening social and emotional outcomes for children, and workforce challenges for educators. This thesis used Bronfenbrenner's Ecological Systems Theory to examine the systems that influence children's behaviour, emphasising the role of educators in the ECEC context (microsystem) and early childhood education frameworks (macrosystem) that underpin ECEC quality in Australia. An analysis of educator preparation found clear mismatches between qualification requirements and the practical skills required to support children's behaviour. This gap leaves many educators feeling unprepared for the behavioural challenges they face routinely. Further, quality assessment processes guided by the National Quality Standard do not provide educators with meaningful feedback or actionable recommendations to enhance their ECEC practices. Behavioural support interventions enhance educator’s understanding of children’s behaviour and provide them with practical strategies to best support behaviour in ECEC settings. A scoping review identified six studies examining behavioural support interventions in Australian ECEC. The interventions universally promoted prosocial behaviours rather than correcting challenging behaviours, showing multiple mechanisms to effectively support behaviour change amongst young children, all, ultimately resulting in improvements in social and emotional functioning. However, these interventions are likely to have immediate but short-term effects. To effect sustainable behaviour change, comprehensive systems-level reform is required. The thesis proposes a three-pronged approach: 1) integrating evidence-based behaviour support content throughout ECEC training, 2) providing hands-on practice opportunities in real settings, 3) transforming quality assessment to provide ongoing professional development and targeted support.