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本研究旨在探討國小班級關係氛圍的類型以及班級人際網絡結構的現況。 研究中抽樣調查了全國54個四到六年級的班級，依據問卷所得資料進行集群分析法(clustering method)，依同儕關係、師生關係兩向度將班級自然分類成三個集群。 研究進行了不同關係氛圍班級之差異分析，研究二檢驗不同類型班級在師生關係變項上的差別；研究三採用社會網絡分析法(social network analysis)描繪班級人際網絡結構的差別。研究四班級內部的結構，進行核心邊陲分析與班級塊模型分析，研究五進行人際互動課程的實驗研究。研究後建構出診斷班級小社會的訊息，未來可提供給實務現場教師採用。 本研究所得之研究結論如下： 一、國小班級內部關係品質，包含了學生之間的同儕關係、學生與教師的師生關係兩向度，共同建構班級關係氛圍，各班級區分類為低、中、高三種關係品質的班級。。 二、相較於低關係班級，高關係氛圍班級在班內師生關係的標準差較小、班級內師生關係的性別差異亦小。此外，高關係班級的學童的社交計量數與自身師生關係呈現顯著相關。 三、高關係與低關係班級，在人際網絡結構上並沒有顯著的差別，包含了網絡密度、EI指數、二方關係、派系數、成分數、孤離者數和比率。顯示無論班級關係品質為何，都會自然形塑而成班級小社會。 四、低關係班級有幾個值得關係的議題，包含核心學生之間的互惠關係、高密度的子群之間的關係，以及核心學生與高密度學生們對於自身班級的同儕關係與師生關係，都是教師在班級經營中須特別關注的。 五、進行班級氛圍的改變效果，短期課程對氛圍與人際網絡結構的改變效果並不明顯，推論需仰賴教師平時之互動與班務上的經營。 / The study was to investigated the primary school’s classes. The purpose is to understand the class climate and social network of the class. The forty-four classes were in the study by random sampling from Taiwan area.Teacher-student relationship and peer relationship are treated the classification variables. The classes were divided into three categories by clustering method. 18 classes were High-quality relationship; 11 calasses were Low-quality relationship. The results are the comparison of two types of class. High-quality relationship classes have some features: Standard deviation is smaller in teacher-student relationship, the same result of differences between boys and girls. The better the relationship between popular students and teacher. Second, the two-type classes were no differences in social network model. High-quality and Low-quality classes both forming a small community in nature. From the analysis of the class entrials, Mutually beneficial relationship and the relationship between small groups were the important issues. A six-week course experimented in a class. Only small impacts on the class climate and social network.

O presente estudo teve como objetivo analisar a constituição do atendimento educacional especializado em educação especial para crianças da Educação Infantil. Para tanto, procurei descrever como se configuram esses serviços na Rede Municipal de Ensino de Porto Alegre, especificamente o de Educação Precoce (EP) e Psicopedagogia Inicial (PI), assim como refletir sobre seus possíveis efeitos. As questões que orientaram o desenvolvimento da pesquisa foram às seguintes: como se organiza o atendimento às crianças com deficiência na perspectiva da educação inclusiva na educação infantil? Que singularidades constituem o atendimento na Rede Municipal de Ensino de Porto Alegre na proposição de serviços especializados de apoio às crianças de zero a cinco anos de idade? É possível considerar que estes serviços servem como um suporte para a permanência da criança na escola? Essas questões embasaram a análise do serviço de atendimento educacional especializado que integra a presente pesquisa. Busquei também a compreensão histórica de uma rede de ensino que tem dado prioridade às políticas de inclusão escolar, identificando aspectos que podem ser considerados cruciais, como os da transição entre os diferentes níveis de escolarização. Com base nas reflexões do pensamento sistêmico de Gregory Bateson e Humberto Maturana, foram priorizados os pressupostos da abordagem qualitativa, utilizando os seguintes instrumentos metodológicos: entrevista semiestruturada, observação participante e o diário de campo. As entrevistas foram realizadas com quatorze educadoras especiais e com a Coordenadora do serviço de EP e PI. Foram priorizadas as observações em espaços onde ocorre o serviço (atendimento e assessorias). Como possíveis resultados, destaco a importância da articulação entre os campos da educação especial e da educação infantil na construção de propostas pedagógicas que sirvam como suporte aos diferentes sujeitos envolvidos (professores, comunidade, família, criança) para a efetiva permanência do aluno com deficiência no ensino comum; a presença de uma variedade de modos de recepção e compreensão do movimento de inclusão escolar por parte dos educadores envolvidos e o reconhecimento de que o local de instituição de um serviço produz impacto para se pensar os processos de escolarização de seus alunos e a tomada de decisão relativa a esses processos. / The present study had as objective to analyze the constitution of the specialized educational attendance in special education to children of infantile education. For so, it was looked to describe how these services in the Municipal Teaching Network of Porto Alegre are configured, specifically the ones of Precocious Education (EP) and Initial Psycho pedagogy (PI), as well as to reflect about their possible effects. The questions that guided the development of this research were: How is the attendance to children with deficiency in the perspective of inclusive education in the infantile education constituted? Which singularities constitute the attendance in the Municipal Teaching Network of Porto Alegre in the proposition of specialized services of support to children between zero and five years old? Can we consider that these services are constituted as a brace to the permanence of the children in the school? These questions laid the foundation to the analysis of the service of the specialized educational attendance that takes part in this research. It was searched for the historical comprehension of a teaching network which has given priority to the policy of scholar inclusion; identifying aspects that can be considered crucial, as the transition between the different stages of education. Based on the reflections of the systemic thought of Gregory Bateson and Humberto Maturana, the presupposition of qualitative approach was prioritized, using the following methodological tools: semi-structured interview, the participant observation and the research diary. The interviews were done with fourteen special education teachers and the Coordinator of EP and PI services. The observations gave priority to the places where the services occur (attendance and assistance). As possible results, I highlight the importance of articulation between the fields of special education and infantile education in the construction of pedagogical proposals that are organized as a brace to the different people involved (teachers, community, family and children) to the effective permanence of a student with deficiency in the common education; the presence of a variety in the ways of reception and comprehension of the movement in the educational inclusion by the teachers involved, and the recognition that the place of institution of a service produces impact to think the processes of education and to make decisions related to these processes. / Este estudio tuvo como objeto la constitución del atendimiento educacional con especialidad en educación especial para niños de la educación infantil. Para lo cual, busqué describir como se configuran esos servicios en la Red Municipal de Enseñanza de Porto Alegre, específicamente el de Educación Temprana y Sicopedagogía Inicial, de igual manera reflexionar sobre sus posibles efectos. Las cuestiones que orientaron el desemvolvimiento de la pesquisa fueron las siguientes: ¿cómo se organiza el atendimiento a los niños con deficiencia en la perspectiva de la educación inclusiva en la educación infantil? ¿qué singularidades constituyen el atendimiento en la Red Municipal de Enseñanza de Porto Alegre en la propuesta de servicios con especialidad de apoyo a los niños de cero a cinco años de edad? ¿es posible considerar que estos servicios sirvan como un soporte a la permanencia del niño en la escuela? Esas cuestiones fundamentaron el análisis del servicio de atendimiento educacional con especialidad que integra esta investigación. Busqué también la comprensión histórica de una Red de Enseñanza que dio prioridad a las políticas de inclusión escolar, identificando aspectos que pueden ser considerados cruciales, como los de la transición entre los diferentes niveles de escolarización. Basado en la reflexiones del pensamiento sistémico de Gregory Bateson y Humberto Maturana, fueron privilegiados los presupuestos del abordaje cualitativo los siguientes instrumentos metodológicos: entrevista semiestructurada, observación participante y diario de pesquisa. Las entrevistas fueron realizadas con catorce docentes especialistas y con la Cordinadora del servicio de Educación Temprana y Sicopedagogía Inicial. Fueron privilegiadas las observaciones en espacios donde ocurre el servicio (atendimiento y asesoría). Como posibles resultados, destaco la importancia de la articulación entre los campos de la educación especial y de la educación infantil en la construcción de propuestas pedagógicas que sirvan como soporte a las diferentes personas envueltas (profesores, comunidad, familia, niños) para la efectiva permanencia del alumno con deficiencia en la enseñaza regular; la presencia de una gama de modos de recibimiento y comprensión del movimiento de inclusión escolar por los docentes envueltos y el reconocimiento de que el lugar en donde sucede el servicio produce un impacto, da lugar a reflexionar sobre los procesos de escolarización de los niños con deficiencia.

O presente estudo teve como objetivo analisar a constituição do atendimento educacional especializado em educação especial para crianças da Educação Infantil. Para tanto, procurei descrever como se configuram esses serviços na Rede Municipal de Ensino de Porto Alegre, especificamente o de Educação Precoce (EP) e Psicopedagogia Inicial (PI), assim como refletir sobre seus possíveis efeitos. As questões que orientaram o desenvolvimento da pesquisa foram às seguintes: como se organiza o atendimento às crianças com deficiência na perspectiva da educação inclusiva na educação infantil? Que singularidades constituem o atendimento na Rede Municipal de Ensino de Porto Alegre na proposição de serviços especializados de apoio às crianças de zero a cinco anos de idade? É possível considerar que estes serviços servem como um suporte para a permanência da criança na escola? Essas questões embasaram a análise do serviço de atendimento educacional especializado que integra a presente pesquisa. Busquei também a compreensão histórica de uma rede de ensino que tem dado prioridade às políticas de inclusão escolar, identificando aspectos que podem ser considerados cruciais, como os da transição entre os diferentes níveis de escolarização. Com base nas reflexões do pensamento sistêmico de Gregory Bateson e Humberto Maturana, foram priorizados os pressupostos da abordagem qualitativa, utilizando os seguintes instrumentos metodológicos: entrevista semiestruturada, observação participante e o diário de campo. As entrevistas foram realizadas com quatorze educadoras especiais e com a Coordenadora do serviço de EP e PI. Foram priorizadas as observações em espaços onde ocorre o serviço (atendimento e assessorias). Como possíveis resultados, destaco a importância da articulação entre os campos da educação especial e da educação infantil na construção de propostas pedagógicas que sirvam como suporte aos diferentes sujeitos envolvidos (professores, comunidade, família, criança) para a efetiva permanência do aluno com deficiência no ensino comum; a presença de uma variedade de modos de recepção e compreensão do movimento de inclusão escolar por parte dos educadores envolvidos e o reconhecimento de que o local de instituição de um serviço produz impacto para se pensar os processos de escolarização de seus alunos e a tomada de decisão relativa a esses processos. / The present study had as objective to analyze the constitution of the specialized educational attendance in special education to children of infantile education. For so, it was looked to describe how these services in the Municipal Teaching Network of Porto Alegre are configured, specifically the ones of Precocious Education (EP) and Initial Psycho pedagogy (PI), as well as to reflect about their possible effects. The questions that guided the development of this research were: How is the attendance to children with deficiency in the perspective of inclusive education in the infantile education constituted? Which singularities constitute the attendance in the Municipal Teaching Network of Porto Alegre in the proposition of specialized services of support to children between zero and five years old? Can we consider that these services are constituted as a brace to the permanence of the children in the school? These questions laid the foundation to the analysis of the service of the specialized educational attendance that takes part in this research. It was searched for the historical comprehension of a teaching network which has given priority to the policy of scholar inclusion; identifying aspects that can be considered crucial, as the transition between the different stages of education. Based on the reflections of the systemic thought of Gregory Bateson and Humberto Maturana, the presupposition of qualitative approach was prioritized, using the following methodological tools: semi-structured interview, the participant observation and the research diary. The interviews were done with fourteen special education teachers and the Coordinator of EP and PI services. The observations gave priority to the places where the services occur (attendance and assistance). As possible results, I highlight the importance of articulation between the fields of special education and infantile education in the construction of pedagogical proposals that are organized as a brace to the different people involved (teachers, community, family and children) to the effective permanence of a student with deficiency in the common education; the presence of a variety in the ways of reception and comprehension of the movement in the educational inclusion by the teachers involved, and the recognition that the place of institution of a service produces impact to think the processes of education and to make decisions related to these processes. / Este estudio tuvo como objeto la constitución del atendimiento educacional con especialidad en educación especial para niños de la educación infantil. Para lo cual, busqué describir como se configuran esos servicios en la Red Municipal de Enseñanza de Porto Alegre, específicamente el de Educación Temprana y Sicopedagogía Inicial, de igual manera reflexionar sobre sus posibles efectos. Las cuestiones que orientaron el desemvolvimiento de la pesquisa fueron las siguientes: ¿cómo se organiza el atendimiento a los niños con deficiencia en la perspectiva de la educación inclusiva en la educación infantil? ¿qué singularidades constituyen el atendimiento en la Red Municipal de Enseñanza de Porto Alegre en la propuesta de servicios con especialidad de apoyo a los niños de cero a cinco años de edad? ¿es posible considerar que estos servicios sirvan como un soporte a la permanencia del niño en la escuela? Esas cuestiones fundamentaron el análisis del servicio de atendimiento educacional con especialidad que integra esta investigación. Busqué también la comprensión histórica de una Red de Enseñanza que dio prioridad a las políticas de inclusión escolar, identificando aspectos que pueden ser considerados cruciales, como los de la transición entre los diferentes niveles de escolarización. Basado en la reflexiones del pensamiento sistémico de Gregory Bateson y Humberto Maturana, fueron privilegiados los presupuestos del abordaje cualitativo los siguientes instrumentos metodológicos: entrevista semiestructurada, observación participante y diario de pesquisa. Las entrevistas fueron realizadas con catorce docentes especialistas y con la Cordinadora del servicio de Educación Temprana y Sicopedagogía Inicial. Fueron privilegiadas las observaciones en espacios donde ocurre el servicio (atendimiento y asesoría). Como posibles resultados, destaco la importancia de la articulación entre los campos de la educación especial y de la educación infantil en la construcción de propuestas pedagógicas que sirvan como soporte a las diferentes personas envueltas (profesores, comunidad, familia, niños) para la efectiva permanencia del alumno con deficiencia en la enseñaza regular; la presencia de una gama de modos de recibimiento y comprensión del movimiento de inclusión escolar por los docentes envueltos y el reconocimiento de que el lugar en donde sucede el servicio produce un impacto, da lugar a reflexionar sobre los procesos de escolarización de los niños con deficiencia.

O presente estudo teve como objetivo analisar a constituição do atendimento educacional especializado em educação especial para crianças da Educação Infantil. Para tanto, procurei descrever como se configuram esses serviços na Rede Municipal de Ensino de Porto Alegre, especificamente o de Educação Precoce (EP) e Psicopedagogia Inicial (PI), assim como refletir sobre seus possíveis efeitos. As questões que orientaram o desenvolvimento da pesquisa foram às seguintes: como se organiza o atendimento às crianças com deficiência na perspectiva da educação inclusiva na educação infantil? Que singularidades constituem o atendimento na Rede Municipal de Ensino de Porto Alegre na proposição de serviços especializados de apoio às crianças de zero a cinco anos de idade? É possível considerar que estes serviços servem como um suporte para a permanência da criança na escola? Essas questões embasaram a análise do serviço de atendimento educacional especializado que integra a presente pesquisa. Busquei também a compreensão histórica de uma rede de ensino que tem dado prioridade às políticas de inclusão escolar, identificando aspectos que podem ser considerados cruciais, como os da transição entre os diferentes níveis de escolarização. Com base nas reflexões do pensamento sistêmico de Gregory Bateson e Humberto Maturana, foram priorizados os pressupostos da abordagem qualitativa, utilizando os seguintes instrumentos metodológicos: entrevista semiestruturada, observação participante e o diário de campo. As entrevistas foram realizadas com quatorze educadoras especiais e com a Coordenadora do serviço de EP e PI. Foram priorizadas as observações em espaços onde ocorre o serviço (atendimento e assessorias). Como possíveis resultados, destaco a importância da articulação entre os campos da educação especial e da educação infantil na construção de propostas pedagógicas que sirvam como suporte aos diferentes sujeitos envolvidos (professores, comunidade, família, criança) para a efetiva permanência do aluno com deficiência no ensino comum; a presença de uma variedade de modos de recepção e compreensão do movimento de inclusão escolar por parte dos educadores envolvidos e o reconhecimento de que o local de instituição de um serviço produz impacto para se pensar os processos de escolarização de seus alunos e a tomada de decisão relativa a esses processos. / The present study had as objective to analyze the constitution of the specialized educational attendance in special education to children of infantile education. For so, it was looked to describe how these services in the Municipal Teaching Network of Porto Alegre are configured, specifically the ones of Precocious Education (EP) and Initial Psycho pedagogy (PI), as well as to reflect about their possible effects. The questions that guided the development of this research were: How is the attendance to children with deficiency in the perspective of inclusive education in the infantile education constituted? Which singularities constitute the attendance in the Municipal Teaching Network of Porto Alegre in the proposition of specialized services of support to children between zero and five years old? Can we consider that these services are constituted as a brace to the permanence of the children in the school? These questions laid the foundation to the analysis of the service of the specialized educational attendance that takes part in this research. It was searched for the historical comprehension of a teaching network which has given priority to the policy of scholar inclusion; identifying aspects that can be considered crucial, as the transition between the different stages of education. Based on the reflections of the systemic thought of Gregory Bateson and Humberto Maturana, the presupposition of qualitative approach was prioritized, using the following methodological tools: semi-structured interview, the participant observation and the research diary. The interviews were done with fourteen special education teachers and the Coordinator of EP and PI services. The observations gave priority to the places where the services occur (attendance and assistance). As possible results, I highlight the importance of articulation between the fields of special education and infantile education in the construction of pedagogical proposals that are organized as a brace to the different people involved (teachers, community, family and children) to the effective permanence of a student with deficiency in the common education; the presence of a variety in the ways of reception and comprehension of the movement in the educational inclusion by the teachers involved, and the recognition that the place of institution of a service produces impact to think the processes of education and to make decisions related to these processes. / Este estudio tuvo como objeto la constitución del atendimiento educacional con especialidad en educación especial para niños de la educación infantil. Para lo cual, busqué describir como se configuran esos servicios en la Red Municipal de Enseñanza de Porto Alegre, específicamente el de Educación Temprana y Sicopedagogía Inicial, de igual manera reflexionar sobre sus posibles efectos. Las cuestiones que orientaron el desemvolvimiento de la pesquisa fueron las siguientes: ¿cómo se organiza el atendimiento a los niños con deficiencia en la perspectiva de la educación inclusiva en la educación infantil? ¿qué singularidades constituyen el atendimiento en la Red Municipal de Enseñanza de Porto Alegre en la propuesta de servicios con especialidad de apoyo a los niños de cero a cinco años de edad? ¿es posible considerar que estos servicios sirvan como un soporte a la permanencia del niño en la escuela? Esas cuestiones fundamentaron el análisis del servicio de atendimiento educacional con especialidad que integra esta investigación. Busqué también la comprensión histórica de una Red de Enseñanza que dio prioridad a las políticas de inclusión escolar, identificando aspectos que pueden ser considerados cruciales, como los de la transición entre los diferentes niveles de escolarización. Basado en la reflexiones del pensamiento sistémico de Gregory Bateson y Humberto Maturana, fueron privilegiados los presupuestos del abordaje cualitativo los siguientes instrumentos metodológicos: entrevista semiestructurada, observación participante y diario de pesquisa. Las entrevistas fueron realizadas con catorce docentes especialistas y con la Cordinadora del servicio de Educación Temprana y Sicopedagogía Inicial. Fueron privilegiadas las observaciones en espacios donde ocurre el servicio (atendimiento y asesoría). Como posibles resultados, destaco la importancia de la articulación entre los campos de la educación especial y de la educación infantil en la construcción de propuestas pedagógicas que sirvan como soporte a las diferentes personas envueltas (profesores, comunidad, familia, niños) para la efectiva permanencia del alumno con deficiencia en la enseñaza regular; la presencia de una gama de modos de recibimiento y comprensión del movimiento de inclusión escolar por los docentes envueltos y el reconocimiento de que el lugar en donde sucede el servicio produce un impacto, da lugar a reflexionar sobre los procesos de escolarización de los niños con deficiencia.

L’efficacité des interventions pour diminuer la victimisation par les pairs en milieu scolaire est modeste. Un manque de connaissance sur le développement de la victimisation par les pairs en début de scolarité, notamment sur les rôles adoptés par les jeunes enfants (p. ex., agresseurs, victimes) ainsi que sur la contribution des divers comportements sociaux qu’ils exhibent, pourrait contribuer à cette efficacité limitée. Pour y remédier, il est nécessaire d’avoir une meilleure compréhension des enjeux propres à cette période développementale. Ainsi, cette thèse vise à étudier les différents profils de comportements sociaux et de victimisation par les pairs chez les enfants de la maternelle à la deuxième année du primaire, et ce, à l’aide d’un échantillon de 1757 enfants provenant de deux cohortes de naissance (Étude longitudinale sur le développement des enfants du Québec - ELDEQ). Plus spécifiquement, un premier article vise à explorer le développement de ces différents profils de la maternelle à la deuxième année, ainsi que leur stabilité d’une année à l’autre. Des analyses de profils latents sont effectuées à l’aide de mesures annuelles de l’agressivité physique, de l’agressivité relationnelle, de la victimisation subie et des comportements prosociaux des enfants, suivies par des analyses de transitions latentes. Les résultats montrent que les garçons présentent les quatre mêmes profils chaque année (prosociaux, normatifs, physiquement agressifs-victimisés et agressifs-victimisés) alors que les filles en présentent quatre en maternelle (prosociales, normatives, socialement agressives et agressives-victimisées) et cinq en première et deuxième année (prosociales, normatives, victimisées, socialement agressives, et agressives-victimisées). À la différence de la typologie classique, les garçons ne présentent pas de profil uniquement victimisé ou uniquement agressif et les profils des filles présentent des nuances sur la forme d’agressivité privilégiée. Une fois établie, l’appartenance aux profils s’avère relativement stable d’une année à l’autre, indiquant la précocité des problèmes sociaux avec les pairs. Afin de valider cette typologie des comportements sociaux et de la victimisation par les pairs et de suggérer des cibles potentielles d'évaluation ou d’intervention, le deuxième article teste d’abord si les habiletés cognitives préscolaires prédisent l’appartenance aux profils identifiés. Ensuite, il vérifie si l’expérience scolaire concomitante (relation enseignant-élève, engagement scolaire) diffère selon l’appartenance aux profils. Des analyses de régression multinomiale montrent que des habiletés cognitives élevées prédisent une plus grande probabilité de présenter un profil prosocial plutôt qu’agressif-victimisé. L’analyse des variables concomitantes montre que l’engagement scolaire est plus faible et la relation enseignant-élève plus difficile pour les enfants agressifs-victimisés, en comparaison aux enfants prosociaux ou aux filles socialement agressives en première et deuxième année. Ces résultats soulignent les associations précoces entre les difficultés sociales et scolaires, soit dès l'entrée à l'école. Pour finir, les résultats de cette thèse confirment l’existence et la pertinence d’une typologie des comportements sociaux et de la victimisation par les pairs en début de scolarité, soulignant la stabilité de celle-ci et la précocité des problèmes associés. Des cibles sont identifiées pour améliorer le dépistage des enfants à risque et, éventuellement, l‘efficacité des interventions préventives. Les différences garçons-filles, les caractéristiques uniques du profil des filles socialement agressives ainsi que l’expérience scolaire difficile des enfants agressifs-victimisés dès la maternelle sont discutées. / Interventions to reduce peer aggression and victimization in school settings currently show modest effectivity, lead on in part by limited knowledge on the development of peer victimization during the early school years. More specifically, there is a lack of information about which roles, or profiles, linked to peer aggression and victimization exist from school entry onwards, and how they change over time, as well as how children’s social behaviours are associated to them. To address this issue, this thesis aims to understand the different profiles of social behaviour and peer victimization that children can present from kindergarten to second grade. The study included 1757 children from two birth cohorts in the Quebec (Quebec Longitudinal Study of Child Development - QLSCD). More specifically, the first study included in this thesis explores the development of different profiles related to social behaviour and peer victimization from kindergarten to second grade, using annual measures of children's physical aggression, relational aggression, victimization, and prosocial behaviours. The results of the latent profile analyses performed show that boys present the same four profiles each year: prosocial, normative, physically aggressive-victimized (physically AV) and aggressive-victimized (AV). Girls present four profiles in kindergarten (prosocial, normative, socially aggressive and AV) and five in first and second grade (prosocial, normative, victimized, socially aggressive, and AV). Latent transition analyses aimed at testing the stability of profile membership over time showed that children tend to stay in the same profile over the years, especially if they are prosocial or AV. This study offers a slightly different typology from the one that is typically used in peer victimization theories, and it highlights the precocity of social behaviour and peer victimization problems for some children, stressing the importance of early identification and intervention. The second study of this thesis validates the typology of social behaviour and peer victimization and aims to identify potential targets for evaluation and intervention. It tests whether preschool cognitive abilities predict profile membership from kindergarten to second grade and tests whether children’s concurrent school experience differs according to their profile. For the first aim, results showed that high cognitive abilities predict a greater likelihood of exhibiting a prosocial rather than an AV role when controlling for socioeconomic status. For 6 the second aim, results showed that the quality of AV children’s school engagement and relationship with their teacher is worse than those of prosocial children at all time points, or of socially aggressive girls in first and second grade. Once again, these differences highlighted how early difficulties associated with children’s social problems can start. In conclusion, this thesis confirms the existence and relevance of a typology of social behaviour and peer victimization at the start of schooling, highlighting the stability of profile membership and the precocity of associated problems. Targets are identified to improve screening and the effectiveness of preventive interventions. Differences between boys’ and girls’ typologies and school experience, the uniqueness of the socially aggressive girl profile, and the struggles of AV children from kindergarten onwards are discussed.

The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completing interviews. This study is unique in two ways: it presents the voices of secondary school educators (which had scarcely been reported or heard in the academic community) outlining the direction in which Aboriginal education should go and secondly, as a researcher I attempted to use the medicine wheel as a model for completing and conducting research. There were a number of findings that appeared through the interviews. Teachers and administrators agreed that in order for Aboriginal students to succeed they needed to have involved parental support. It was important to teachers that parents take an active role in the educational life of their child. Additionally, it was acknowledged that First Nation communities were ideal settings for schooling of Aboriginal students as they were supported by family and community kinships. Yet in this study, it was also acknowledged that First Nation schools suffered financially in comparison to provincial schools. They were not able to provide programming comparable to provincial schools and iii were limited to a barebones program with compulsory courses being offered. In some cases, if students failed a course, they were not able to participate in the rest of the school program, until the course was re-taught in two years. Despite these shortcomings, students might do better in First Nation based schools if they were adequately funded with current resources and adequately compensated teachers. This study offers some suggestions on how to improve the practice of educating First Nation secondary students.

The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completing interviews. This study is unique in two ways: it presents the voices of secondary school educators (which had scarcely been reported or heard in the academic community) outlining the direction in which Aboriginal education should go and secondly, as a researcher I attempted to use the medicine wheel as a model for completing and conducting research. There were a number of findings that appeared through the interviews. Teachers and administrators agreed that in order for Aboriginal students to succeed they needed to have involved parental support. It was important to teachers that parents take an active role in the educational life of their child. Additionally, it was acknowledged that First Nation communities were ideal settings for schooling of Aboriginal students as they were supported by family and community kinships. Yet in this study, it was also acknowledged that First Nation schools suffered financially in comparison to provincial schools. They were not able to provide programming comparable to provincial schools and iii were limited to a barebones program with compulsory courses being offered. In some cases, if students failed a course, they were not able to participate in the rest of the school program, until the course was re-taught in two years. Despite these shortcomings, students might do better in First Nation based schools if they were adequately funded with current resources and adequately compensated teachers. This study offers some suggestions on how to improve the practice of educating First Nation secondary students.