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Student Number 

u1620638
 

Course 
Assignment Title 

Student Section
Module 
IE9H7
Code 
Module Title  Professional Studies

PGCE Early Years
Critically evaluate how pupils’ learning can be maximised in relation to promoting
behaviour to learn, focusing on rules and routines
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 For each target, please indicate in the right‐hand column how it has been addressed, giving evidence of page references 
from this submission and/or a brief example/quote
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Target(s) 

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Engage with key concepts – for
example, Ellis and Tod
Keep the assignment title in mind
at all times
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Discuss and explore points in
greater detail
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Use papers only relevant to EY
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Essay Mark 
Penalties 
Overall Comment 

 
 

Response 
  

Marker Section
Overall Mark 
 
/ Grade 

In addition to comments below, please see the marking grid overleaf which should be highlighted to reference this work against Master’s level marking criteria
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Student ID - u1620638
PGCE Early Years
Professional Studies – IE9H7
Word Count –

Critically evaluate how pupils’ learning can be maximised in relation to
promoting behaviour to learn, focusing on rules and routines within the Early
Years
...
Underpinning this is positive
relationships within the school environment, with these positive relationships being
an overarching principle of the Early Years Foundation Stage (EYFS) Framework
(B4L, 2007; Department for Education (DfE), 2017)
...
Rules, routines, rewards and sanctions “tend to form the
operational core of most school’s behaviour policies” (Ellis and Tod, 2015; 87)
...

A rule is defined as “one of a set of explicit or understood regulations or
principles governing conduct or procedure in a particular area”, within this context, a
school (Oxford Dictionaries, 2017a)
...
Within the Early Years, rules set the expectations of the
children’s behaviour, what they are allowed and not allowed to do (Shimmin and
White, 2006)
...

Differently, a routine is defined as “a sequence of actions regularly followed
(Oxford Dictionaries, 2017b)
...
It is important that the children understand what is coming next in
the day and how long they have on an activity, potentially child initiated play, in order
to make learning purposeful and meaningful (Moyles, 2012a)
...
They feature in one of the Personal, Social and
Emotional Development (PSED) Early Learning Goals (ELG) of the EYFS
Framework – by the end of reception, a child should “understand and follow the
rules
...
PSED is one of the Prime
Areas of development within the Early Years, the prime areas are “particularly crucial
for igniting children’s curiosity and enthusiasm for learning, and for building their
capacity to learn, form relationships and thrive (DfE, 2017; 7)
...
As 20% of behaviour problems within primary

education are associated with 4 to 6 year olds, how we can reduce problematic
behaviour and maximise pupil progress through the use of rules and routines needs
to be explored (Ofsted, 2005)
...
This refers to two of the overarching themes of the EYFS
framework; enabling environments and again, positive relationships (DfE, 2017)
...
Social constructivism built on the ideas of Piaget’s constructivism, that the
child is a ‘lone scientist’, experiments and makes discoveries on their own, social
constructivism acknowledges the impact of others on this learning (Pritchard, 2014)
...
This is the distance between what they can do independently and
what they can do with help or scaffolding from an adult, rules and routines act as
these scaffolds (Vygotsky, 1978)
...
This essay will focus upon primary
education, in particular, the Early Years, where the establishment of rules and
routines are first made
...
This essay will give a balanced view of the
literature surrounding rules and routines in maximising pupil progress in primary
education, particularly in the Early Years
...
School A is a four form local authority primary
school with a very small percent of children with Special Educational Needs (SEN)
and 10% with English as an Additional Language (DfE, 2016a)
...
School C is a 2 form voluntary controlled faith infant
school, with again, very small percentages of SEN and EAL (DfE, 2016c)
...

Do rules promote pupil progress?
Children look to adults for how they should behave, this begins within the home from
birth with their parents
...
, 2010)
...
, 1967)
...
Alongside this,
authoritative parenting enables the children to explore their environment whilst still
being supported in their learning, working within their Zone of Proximal development,

maximising their progress due to the high levels of the characteristics of effective
learning (Roberts et al
...
This demonstrates the impact of positive relationships
on pupil progress
...

Rules and positive relationships
Positive relationships, an overarching principle of the EYFS framework, is a
significant predictor of personal, social, and emotional competence in adulthood and
of academic achievement (Moyles, 2015)
...

An integral part of positive relationships are rules and routines
...
Positive
relationships, within EYFS and further up the education system support a child’s
emotional wellbeing, through the use of rules and routines
...
Sun (2015) found that rules encourage positive relationships with
high levels of trust and prosocial behaviour, supporting Gutman et al
...
Rules also allow for children to
understand their behaviour and associated sanctions in a more meaningful way,
enhancing their moral development, linking to Social, Moral, Spiritual and Cultural
development, maximising pupil progress within this area of the curriculum
...
Despite this, China have a very structured and rule based society,
this study does show that rules allow for effective behaviour management within the
classroom and maximise pupil progress within the classroom
...
Furthermore, rules within the
classroom enable children to understand the world we live in and the rules of society,
incorporating fundamental British values into the curriculum (Langston, 2014)
...
These
rules also keep order within the classroom, ensuring that all children are focused on
their learning, promoting pupil progress through the use of boundaries
...


Despite the role that rules do play in positive relationships within an EYFS setting,
the sanctions for breaking on of the set rules may have a negative impact upon
these relationships
...
Despite this dated paper, this is still very
much an issue of today, further showing the importance of a secure understanding of
why we have rules within a setting
...
In
School C, I made the most incredible relationships with the children
...
This encouraged them to follow
the rules and this in turn enabled them to learn and to concentrate, maximising their
progress
...
In School D, I have seen how to
use these relationships to support the use of sanctions
...

Rules at whole-school level
Rules can be part of a whole-school ethos, meaning that the school rules tend to be
consistent across the school, and in EYFS, and determined by the leadership team
of the school
...
This programme promotes an intrinsic
interest in learning and encourages cooperation among students through the use of
rules, routines and school wide values, focusing on prosocial behaviours
...

(2001) found that programmes such as this can significantly improve educational
outcomes and reduce problematic behaviour, promoting pupil progress within the
classroom, as the children are focused on their own learning and controlling their
own behaviour
...
In this study, academic achievement improved by 52% in one
geographical location and 16% in another, demonstrating that such a programme
and rules in general can have a varying impact depending on the geographical
location (Flay et al
...
Despite the range in improvements in academic
achievement, academic achievement was improved despite the location, showing
that a whole school ethos does in fact promote pupil progress
...
, 2001)
...

This is supported by Soloman et al
...
Throughout the
various schools and setting examined in this study, it was found that school rules
form the basis of a whole school ethos, making the learning environment positive,
this is what caused the reduction in behavioural issues (Soloman et al
...
This,
in turn, enabled pupils within the classroom to focus upon learning and maximised
their progress (Soloman et al
...
However, this study lacks external validity due
to its experimental methods, with a need for further research into this area to be
more natural and less contrived, perhaps using a more observational, natural
experimental design
...
, 2011)
...
(2011) explored the effectiveness of
these behaviour programmes on maximising pupil progress and found a moderate
positive correlation between good classroom behaviour and educational attainment,
both for the targeted individual and their peers, maximising pupil progress
...
,
2011)
...


Research discussed has found that the reduction of challenging behaviours within
the classroom has a positive impact on the classes progress, Sander et al
...
Sander et al
...
However, this study lacks other empirical support and did not use theory,
making their conclusions potentially informed
...
School A used an extremely learning behaviour based school
values which fed into their behaviour policy – these include aspiration, collaboration,
communication, contribution, independence, resilience, and self-belief (School A,
2014)
...
Differently, School C is a voluntarily controlled Church of
England school, and used Christian values within their school ethos
...
This is very similar to school A, however, religion based
...
The school is also non-selective, meaning that some of
the children are of different faiths or have no faith, making connecting with the school
ethos harder for these children
...




Something on the start of rules within the home before starting Nursery

Rules are introduced within the home at a very early age, these are usually in order
to keep the child safe
...

Beyond two, parents begin to verbalise safety rules, once the parents believes these
have been internalised the focus moves from rules and onto social norms (Gralinski
and Kopp, 1993)
...

Positive relationships within an Early Years (EY) setting are a significant
predictor of personal, social and emotional competence within adulthood and of later
academic achievement, showing the importance of good quality EY provision, where
rules are set and the children are aware of the behavioural expectations (Moyles,
2012b)
...
, 2010)
...
, 2010)
...
Differently, Rogers (2011) states that a rule should say what is
and what is not acceptable, but should focus on the behavioural expectation
...
However, it
would be unrealistic to attempt to create a behaviour policy that is suitable for all,
and supports need to be in place for those individuals (Ellis and Tod, 2015)
...
Baumrind, D
...
Child care practices anteceding three patterns of
preschool behaviour
...

2
...
(1975) Escape from Evil
...

3
...
nationalarchives
...
uk/20101021152907/http:/www
...
ac
...
aspx?ContentId=13206 (Accessed 05
October 2016)
...
Chorpita, B
...
The Development of Anxiety: The Role of Control in
the Early Environment
...
Department for Education (2013) The National Curriculum in England
...
gov
...
pdf (Assessed 10 December 2016)
...
Department for Education (2013) The National Curriculum in England
...
gov
...
pdf (Assessed 10 December 2016)
...
Department for Education (DfE) (2011) Teachers’ Standards
...

8
...
[online] available from: https://www
...
service
...
uk/school/103696?tab=primary (19 April 2017)
9
...
[online] available from: https://www
...
service
...
uk/school/103662?tab=absence-and-pupilpopulation (19 April 2017)
10
...
[online] available from: https://www
...
service
...
uk/school/103703?tab=absence-and-pupilpopulation (19 April 2017)
11
...
[online] available from: https://www
...
service
...
uk/school/103679?tab=absence-and-pupilpopulation (21 May 2017)
12
...
London: Department for Education
...
Department for Education and Skills (2005) Learning behaviour: The report of
the practitioners’ group on school behaviour and discipline (the Steer Report)
...

14
...
London: HMSO
...
Donkin, A
...
, Tedstone, A
...
(2014) Family socioeconomic status and young children’s outcomes
...

16
...
London: British Association for Early Childhood Education
...
Ellis, S
...
(2015) Promoting Behaviour for Learning in the Classroom
...

18
...
, Allred, C
...
(2001) Effects of the Positive Action Program
on Achievement and Discipline: Two-Matched Control Comparisons
...

19
...
& Kopp, C
...
‘Everyday rules for behaviour: mother’s
requests to young children
...

20
...
, Brown, J
...
& Obolenskaya, P
...
London:
Institute of Education
...
Langston, A
...
Berkshire: Open University Press
...
Morris, K
...
London:
Open University Press
...
Moyles, J
...

In: Pollard, A
...
Reading for Reflective Teaching
...

24
...
(2012b) A to Z of Play in Early Childhood
...

25
...
London: Institute of
Education
...
Oxford Dictionaries (2017a) Definition of Routine in English
...
oxforddictionaries
...

27
...
[online] available
from: https://en
...
com/definition/rule (Accessed 13 April
2017)
...
Roberts J
...
& Pillas D
...
London: UCL Institute of Health Equity
...
Rogers, B
...
(2008) Behaviour Management with Young
Children
...

30
...
(2011) Classroom behaviour
...

31
...
, Patall, E
...
, Fisher, A
...
(2012)
...
Children and Youth Services Review, 34: 1695-1708
...
School A (2014) Behaviour Policy
...
phoenix
...
sch
...
asp?file=72&type=
pdf (Accessed 18 October 2016)
...
Shimmin, S
...
(2006) Every Day is a Good Day: Establishing
routines in your Early Years setting
...


34
...
(2015) Teachers’ experiences of effective strategies for managing
classroom misbehaviour in Hong Kong
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Vygotsky, L
...
Cambridge, MA: Harvard University Press

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