PBS-ECEC Guide constitutes a planning tool for educators in early childhood education settings, which includes a practical source of information that supports the creation of a proactive programme-wide and high-quality classroom environment, where Positive Behaviour Support (PBS) is promoted. In particular, the PBS-ECEC Guide proposes practices that will help preschool educators to promote the social and emotional competence of all children and restructure the ECEC environments in order to make them more predictable, positive and safe for preschool children.
This report provides the theoretical framework based on the findings from the desk and field research conducted by the project partners. This report functioned as the basis for developing the Guide on Positive Behaviour Support in Early Childhood and Care in European Countries, a guide specially
designed for preschool educators to implement the first level of Program-wide Positive Behaviour Support (PW-PBS).
The set of Online Modules includes five integrated modules developed in a logical sequence which can also be studied independently if the ECEC professionals wish to deepen a particular topic. In particular, ECEC professionals are provided with a range of resources for each module among which a lengthy and detailed description of the module’s topic, accompanied by a training presentation and several interactive activities. These modules were developed based on the curricular guidelines from each participant country, the state of the art, and the needs assessment conducted on earlier results and activities.
The e-learning course follows bespoke pedagogical approaches and learning theories, and is consisted of five modules aiming to strengthen teacher knowledge and capacity and providing evidence-based practices for promoting socioemotional development in ECEC, a crucial dimension in child development and wellbeing, and a transversal domain in all partner countries. PBS-ECEC online course is a guiding and supporting tool for ECEC teachers to help them designing and implementing PW-PBS, with specific emphasis on training centre-based ECEC teams to deliver key elements of PW-PBS across ECEC settings.
MODULE 1: EARLY CHILDHOOD EDUCATION AND CARE AND SOCIOEMOTIONAL LEARNING
MODULE 2: BASIC THEORETICAL FRAMEWORK OF PBS
MODULE 3: PROGRAMME-WIDE APPROACHES
MODULE 4: PRACTICAL TIPS ON SUPPORTING SOCIOEMOTIONAL LEARNING AND PW-PBS
MODULE 5: ASSESSMENT AND MONITORING METHODS
During PBS-ECEC project, each partner in the consortium was responsible for conducting training programmes for early years educators in their respective countries and guiding the implementation of PW-PBS practices. This report presents the evaluation of the training programmes and implementations phase conducted in Ireland, Portugal, Greece and Cyprus.
Timeline of the activity and report on the effectiveness of PW-PBS training and implementation in preschool settings across Ireland, Portugal, Greece and Cyprus.
54 trainers and 124 early years educators and professionals from Ireland, Portugal, Greece and Cyprus took part in training and implemented Programme-Wide Positive Behaviour Support (PW-PBS) in their settings. They provided feedback on their experience. Here are some recommendations for sustainable PBS implementation emerging from the study findings.
The Policy and Strategy Toolkit includes a set of strategies based on
Seven policy recommendations that support the PW-PBS: