ABSTRACT
A humanist perspective foregrounds the idea that a child’s behaviour is a manifestation of a complex inner world, and that approaching the development of positive behaviour solely from the adult’s perspective shows only half the reality. Such approaches emphasise the capacity of all human beings, including children, to develop positively, and frames negative behaviour as a form of communication and a coping strategy in a world perceived by the child as hostile. A theoretically informed approach to supporting positive behaviour can give educators the language and confidence to defend spending the time and energy required to invest in the kinds of relationships that are likely to lead to positive behaviour in children. The term reflection within the current literature is often used to describe a variety of practices, from simply thinking of one’s own plans to considering the social, ethical, and even political implication this thinking has on actual practice.
