An investigation of practitioner and parent causal attributions for perceived challenging behaviour in Early Years Foundation Stage

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An investigation of practitioner and parent causal attributions for perceived challenging behaviour in Early Years Foundation Stage

Challenging behaviour in schools is a widely discussed topic, with an array of negative impacts identified for pupils, staff, and parents. Research indicates that the attributions held by key adults can impact the support that they give to young people exhibiting these behaviours, including their in...

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Bibliographic Details
Main Author:	Geoghegan, Rheanna
Format:	Thesis (University of Nottingham only)
Language:	English
Published:	2022
Subjects:	Early Years Foundation Stage Challenging behaviour
Online Access:	https://eprints.nottingham.ac.uk/69897/

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