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ERIC Number: EJ964768
Record Type: Journal
Publication Date: 2012
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0141-1926
Becoming a Problem: Behaviour and Reputation in the Early Years Classroom
MacLure, Maggie; Jones, Liz; Holmes, Rachel; MacRae, Christina
British Educational Research Journal, v38 n3 p447-471 2012
How does it happen that some children acquire a reputation as a "problem" in school? The article discusses some findings of a qualitative study involving children in the Reception year (ages 4-5). The research focused on problematic behaviour as this emerged within, and was shaped by, the culture of the classroom. A key question for the research was: what makes it difficult for some children to be, "and to be recognised as", good students? Using an analytic framework derived from discourse and conversation analysis, we identify some critical factors in the production of reputation, including: the "discursive framing" of behaviour; the public nature of classroom discipline; the linking of behaviour, learning and emotions; the interactional complexities of being (seen to be) good, and the demands on children of passing as the "proper child" required by prevailing discourses of normal development, as coded in UK early years curriculum policy and pedagogy. (Contains 9 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom