The intention of Reflect as an innovative intervention was to enhance and highlight the building blocks of Five to Thrive (Kate Cairns Associates 2012: Respond, Cuddle, Relax, Play and Talk) and help pre-school setting practitioners see how applying more of these principles could support positive change in a child’s behaviour. The report provides background, research and theory behind the approach and intervention, and explains why it was chosen in this situation. It gives a description of how it is delivered in practice, so that it can be reproduced.Key findings suggest progress in 2 main areas; 1) children’s behaviour, emotional literacy and self-regulation and 2) change in the practitioners’ approach to managing behaviour, their perception and attitude towards the children. Results from ratings by parents and pre-school staff using a standardised measure of behaviour (Strengths and Difficulties Questionnaire), showed improvements in children’s behaviour by decreased scores in behaviour difficulties sub-scales post intervention. The Overall Stress data from staff ratings combined scores for 4 difficulty measures (emotional, behavioural concerns, hyperactivity/inattention and peer relationships) showed that 4% of children were functioning close to the ‘Average’ band pre-intervention, compared to 50% post intervention. Furthermore, staff ratings showed significant reductions to the number of children scoring at the most concerning ‘Very High’ difficulties band; 67% pre-intervention compared to 29% post intervention. All children made progress against individually set learning behaviour goals.Progress and usefulness of Reflect was also evidenced qualitatively from setting staff evaluations and perceptions of the workers who delivered the intervention.
The Informational Substrate of Chemical Evolution: Implications for Abiogenesis
