Implementing positive behaviour intervention and support in Finnish early childhood education and care: leadership team’s perspective (Record no. 174900)
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| 000 -LEADER | |
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| fixed length control field | 02166nam a2200181Ia 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241023125314.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 241023s9999 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | LDD |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Heiskanen, Noora |
| 245 #0 - TITLE STATEMENT | |
| Title | Implementing positive behaviour intervention and support in Finnish early childhood education and care: leadership team’s perspective |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | United Kingdom |
| Name of publisher, distributor, etc. | Taylor & Francis |
| Date of publication, distribution, etc. | 2024 |
| 490 ## - Journal | |
| Journal | European Journal of Special Needs Education |
| Volume/sequential designation | 39(2) |
| 500 ## - GENERAL NOTE | |
| General note | The effective implementation of positive behaviour intervention and support (PBIS) requires both organisational and professional change. This means that the whole community including all educators and children commit to shared principles, practices, and structures to create a safe and supportive social climate. In this article, we investigate the initial implementation of the Finnish PBIS ProVaka in eighteen early childhood education and care (ECEC) centres. Our inductive qualitative analysis of longitudinal progress diary data focuses on roles, responsibilities and communication among the ECEC communities. The results show that successful ProVaka development is a matter of successfully expanding the actor network and shared responsibility. The challenges of implementation are related to 1) an equal knowledge base, 2) sufficient concretisation of ProVaka, 3) a balance between theoretically valid and culturally adapted implementation, 4) regulation of motivation and enthusiasm, 5) the constant need for change and stances towards it and 6) the clashes of everyday life realities and implementation. This actor- and communication-focused inductive qualitative study offers new insight into the initial implementation phase of PBIS in Nordic ECEC and can inform the implementation and development of other evidence-based methods in special education. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Positive behaviour interventions and support(PBIS)early childhood education and care(ECEC)organisational change |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Karhu, AnneSavolainen, HannuNarhi, Vesa |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Link text | click here to online access |
| Uniform Resource Identifier | <a href="https://www.tandfonline.com/doi/full/10.1080/08856257.2023.2207057">https://www.tandfonline.com/doi/full/10.1080/08856257.2023.2207057</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Article |
| Date last seen | Total checkouts | Price effective from | Koha item type | Lost status | Damaged status | Not for loan | Withdrawn status | Home library | Current library | Date acquired |
|---|---|---|---|---|---|---|---|---|---|---|
| 10/23/2024 | 10/23/2024 | Article | Library and Documentation Division NCERT | Library and Documentation Division NCERT | 10/23/2024 |
