1. Using dialectical critical realism to analyse the influences on children’s distressing emotions and behaviour in their early years setting An ethnographic study in four inner-London settings Pat Gordon-Smith Social Science Research Unit Institute of Education, London

2. They are ‘mad’ ‘Typically, the child with an autistic spectrum disorder will have fewer skills to cope with difficult situations and may have learned a number of unusual behaviours to deal with them.’ Autism Working Group (2003) Autistic Spectrum Disorders: A guide to classroom practice. Belfast: Dept of Education, Northern Ireland, 27.

3. They are ‘sad’ ‘When the environment is impoverished, neglectful or abusive, this often results in a child who doesn’t develop empathy, learn how to regulate their emotions or develop social skills, and this can lead to an increased risk of mental health problems, relationship difficulties, antisocial behaviour and aggression.’ Allen, G. (2011) Early Intervention: The next steps. London: The Cabinet Office, 15.

4. They are ‘bad’ ‘This child I’m thinking of, he’s the second youngest of a large family, he’s got older siblings, the language he comes out with, his behaviour, some of the things he brings in to school, he wears the do-rag on his head  the black meshing that goes round?  and we’ve asked mum not to bring that in because... his body language, he kind of struts around and staff believe that, when he’s wearing this it makes it even more.’ ‘Ali’, practitioner in research setting (children’s centre nursery school)

5. Young children &‘school readiness’ Early years response – House, R. (2011) Too Much Too Soon: Early learning and the erosion of childhood. Stroud, Hawthorn Press. Foucauldian analysis – Dahlberg, G. & Moss, P. (2005) Ethics and Politics in Early Childhood Education. London: Routledge. Influence of habitus and social capital – Brooker, L. (2010) ‘“Learning to play, or playing to learn?”: children’s participation in cultures of homes and settings.’ In L. Brooker & S. Edwards (eds) Engaging Play, Maidenhead: OUPress, 39-53.

6. DCR four-planar social being 1 st plane - material embodied transactions with nature 2 nd plane - interpersonal relations with differently situated agents 3 rd plane - relations with structures and institutions 4 th plane - relations with the one’s own personality in the world

7. Vulnerability to structure Some structures to which ‘Osman’ is vulnerable – Prejudice Covert racism among staff ‘Mad, sad, bad’ discourse at play for adults and children – Childhood Children are not regarded as equal with adults in society They can’t design own schooling – and cannot leave school – International free market Valuing of independent, entrepreneurial behaviour that can succeed in cooperative relations between ‘equals’ ‘Mad, bad, sad’ discourse Schooling in large groups compulsory from age 4 UK early years curriculum sets goals for children at end of reception year so staff under pressure to show children’s attainment – Politics of friendship Discourse of power relations in children’s play

8. Absences for Osman at school Lack of positive physical contact Lack of mutual peer relationships Lack of mutual purpose with the school

9. Absence for Osman at school – 1 Lack of positive physical contact (2 nd & 4 th planes) – According to teachers, he is always touching his mother at home, sought & gained contact with 1 st teacher, now sits at a distance – Direct physical contact tends to be aggressive – Lack of eye contact

10. Osman’s agency - 1 Lack of positive physical contact – Personal agency in response to his vulnerability Touches people who will let him – Creative agency of others in response to his vulnerability Osman’s need for touch recognised and acted on by 1 st teacher, who lets him touch her knees even though she doesn’t really like it

11. Absence for Osman at school – 2 Lack of mutual peer relationships (2 nd & 4 th planes) – Does not understand peers’ intentions – Peers do not understand his actions – Staff are not acting to enable relationships – Growing isolation

12. Osman’s agency - 2 Lack of mutual peer relationships – Personal agency in response to his vulnerability Maintains a narrative for himself Frequently withdraws and watches when he doesn’t understand people’s motives Uses physical force to defend his interests – Creative agency of others in response to his vulnerability 2 nd teacher’s inclusion of Osman in the photo round-up of the week

13. Absence for Osman at school – 3 Lack of shared purpose with school (2 nd, 3 rd & 4 th planes) – Lack of good peer relations is not just a personal lack, successful relationships are a specific goal in the Early Years Foundation Stage; children are measured on this – Sits at the back, does not look or listen during group teaching (attention & involvement also measured in the EYFS as key skills for future success) – Osman is not making progress expected by government curriculum, has no apparent interest in phonics or maths (these areas are now the staff’s main priorities) – Own narrative is not tapped into by current adults to enable his involvement (staff are under pressure to get all children to specific levels in the EYFS, and most are failing) – School regards home culture and view of behaviour as different from school’s, although mother does not.

14. Osman’s agency - 3 Lack of shared purpose with school – Personal agency in response to his vulnerability Follows and develops his own interests regardless of adult interest or involvement of other children Does not pay attention to group sessions – These might be regarded as ‘evidence’ of autistic traits, but does not make them any less aimed at controlling his situation; respect for this as agency counters ‘mad, sad & bad’ understanding of behaviour – Creative agency of others in response to his vulnerability 1 st teacher spoke out for Osman to the headteacher in a way she felt might not be to her benefit She also used his interest in rockets to try and interest him in writing