Research Article
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Year 2020, Volume: 7 Issue: 3, 79 - 104, 01.12.2020
https://doi.org/10.17275/per.20.36.7.3

Abstract

References

  • Aksoy, P. (2018). Duygusal ve davranışsal bozukluğu olan çocuklar ve eğitim sorunları. Z. Seçer (Ed.). Risk Altındaki Çocuklar içinde (ss. 279-312). Ankara Eğiten Yayıncılık. Akin Little, K. A., Little, S. G., & Laniti, M. (2007). Teachers’ use of classroom management procedures in the United States and Greece: A cross-cultural comparison. School Psychology International, 28(1), 53-62.  Akgün, E., Yarar, M. &, Dinçer, Ç. (2011). Okul öncesi öğretmenlerin sınıf içi etkinliklerde kullandıkları sınıf yönetimi stratejilerinin incelenmesi. Pegem Eğitim ve Öğretim Dergisi, 1(3), 1-9. Aunola, K., & Nurmi, J. E. (2005). The role of parenting styles in children’s problem behavior. Child Development, 76(6), 1144-1159. Bear, G. G., Cavalier, A. R., & Manning, M. A. (2002). Best practices in school discipline. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (4th ed), (pp. 977 – 991). Bethesda, MD: National Association of School Psychologists. Borg, M. G., & Falzon J. M. (1989). Primary school teacher’ perception of pupils’ undesirable behaviours. Educational Studies, 15(3), 251-260. Brook, J. S., Lee, J. Y., Finch, S. J., & Brown, E. N. (2012). The association of externalizing behavior and parent–child relationships: An intergenerational study. Journal of Child Family Studies, 21(3), 418–427. Bulotsky-Shearer, R. J., Fernandez, V., Dominguez, X., & Rouse, H. L. (2011). Behavior problems in learning activities and social interactions in head start classrooms and early reading, mathematics, and approaches to learning. School Psychology Review, 40(1), 39-56. Buyuktaskapu Soydan, S., Alakoc Pirpir, D., Ozturk Samur, A., & Angin, D. A. (2018). Pre-school teachers’ classroom management competency and the factors affecting their understanding of discipline. Eurasian Journal of Educational Research, 73, 149-172. Canter, L., & Canter, M. (1992). Lee canters’s assertive discipline. Santa Monica: Canter & Associates Inc. Cipani, E. (1998). Three behavioral functions of classroom noncompliance: Diagnostic and treatment implications. Focus on Autism and Other Developmental Disabilities, 13(2), 66 -72. Criss, M. M., Pettit, G. S., Bates, J. E., Dodge, K. A., & Lapp, A. L. (2002). Family adversity, positive peer relationships, and children’s externalizing behavior: A longitudinal perspective on risk and resilience. Child Development, 73(4), 1220-1237. Culp, R. E., Howell, C. S., Culp, A. M., & Blankemeyer, M. (2001). Maltreated children’s emotional and behavioral problems: Do teachers and parents see the same things?.Journal of Child and Family Studies, 10(1), 39-55. Dal, M., & Akan, D. (2018). Okul öncesi öğretmenlerinin öğrencilerin istenmeyen davranışlarıyla baş etmede kullandıkları sınıf yönetimi stratejileri. Journal of Human Sciences, 15(2), 1116-1128. Dobbs, J., Arnold, D. H., & Doctoroff, G. L. (2004). Attention in the preschool classroom: The relationships among child gender, child misbehavior, and types of teacher attention. Early Child Development and Care, 174(3), 281-295. Edwards, C. H. (1993). Classroom discipline and management. Newyork: Macmillan Publishing Company. Feil, E. G., Frey, A., Walker, H. M., Small, J. W., Seeley, J. R., Golly, A., & Forness, S. R. (2014). The efficacy of a home-school intervention for preschoolers with challenging behaviors: A randomized controlled trial of preschool First Step to Success. Journal of Early Intervention, 36(3), 151-170. Glasser, W. (1992). The quality school: Managing students without coercion (2nd edition). New York: Harper-Perennial. Gülay Ogelman, H. &, Ersan, C. (2014). Okul öncesi öğretmenlerinin sınıf yönetimi stratejilerinin çocukların akran ilişkileri üzerindeki etkisi. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 63-84. Hayes, L. (2007). Problem behaviours in early primary school children: Australian normative data using the Strengths and Difficulties Questionnaire. Australian and New Zealand Journal of Psychiatry, 41(3), 231-238. Hiralall, A. S., & Martens, B. K. (1998). Teaching classroom management skills to preschool staff: The effects of scripted instructional sequences on teacher and student behavior. School Psychology Quarterly, 13(2), 94-115. Honig, A. S. (1997). Behavior guidance for infants and toddlers. Little Rock, AR: Southern Early Childhood Association. İkiz, F. E., Mete Otlu, B., & Ekinci Vural, D. (2016). Erken çocukluk döneminde görülen problem davranışlar: Öğretmenlerin değerlendirmesi. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(17), 216-229. Jones, V. F., & Jones, L. S. (2007). Comprehensive classroom management, creating communities of support and solving problems (8th edition). USA: Allyn & Bacon Company. Karabay, S. O., & Asi, D. Ş. (2015). Classroom rules used by preschool teachers and children’s levels of awareness relating to rules. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 69-86. Katsuyuki, Y., & Noriko, N. (2009). The relationship between three types of aggression and peer relations in elementary school children. International Journal of Psychology, 44(3), 179-186. Keane, S. P, & Calkins, S. D. (2004). Predicting kindergarden peer social status from toddler and preschool problem behavior. Journal of Abnormal Child Psychology, 32(4) 409-423. Kerr, D. C. R., Lopez, N. L., Olson, S. L., & Sameroff, A. J. (2004). Parental discipline and externalizing behavior problems in early childhood: The roles of moral regulation and child gender. Journal of Abnormal Child Psychology, 32(4), 369-383. Lavigne, J. V., Gibbons, R. D., Christoffel, K. K., Arend, R., Rosenbaum, D., Binns, H. J., Dawson, N., & Isaacs, C. (1998). Prevalence rates and correlates of psychiatric disorders among preschool children. Journal of the American Academy of Child and Adolescent Psychiatry, 35(2), 204-214. Levin, J., & Nolan, F. (2007). Principles of classroom management: A professional decision-making model. Boston, MA: Pearson-Allyn and Bacon. Livanage, K. C., Prince, M. J., & Scott, S. (2003). Mother-child joint activity and behaviour problems of preschool children. Journal of Child Psychology Psychiatry, 44(7), 1037-1048. Luo, J., Bellows, L., & Grady, M. (2000). Clasroom management ıssues for teaching assistants. Researh in Higher Education, 41(3), 353-383. Medikoğlu, O., ve Dalaman, O. (2018). Öğretmenlerinin derste karşılaştıkları istenmeyen öğrenci davranışları ve bu davranışlara yönelik çözüm stratejileriyle ilgili öğretmen görüşlerinin belirlenmesi. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 4(1), 20-32. Merrell, K. W. (2003). Preschool and kindergarten behavior scales (2nd edition). Austin TX: PRO-ED. Merrett, F., & Wheldall, K. (1984). Classroom behavior problems which Junior school teachers find most troublesome. Educational Studies, 10(2), 87-92. Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis. Thousand Oaks, CA: Sage. Morris, R. J., Shah, K., Morris, Y. P. (2002). Internalizing behavior disorders. In K. L. Lane, F. M. Gresham, T. E. OShaughnessy (Eds.). Interventions for Children with or at Risk for Emotional and Behavioral Disorders (pp. 23-241). Boston, MA Allyn Bacon. Patton, M. Q. (2002). Qualitative Research & Evaluation Methods. London: Sage Publications, Inc. Polat, S., Arslan, Y. ve Satıcı, A. (2016). Öğretmenlerin mesleki tutumları ile sınıf disiplin modeli tercihleri arasındaki ilişki. GEFAD / GUJGEF, 36(3), 675-691. Powell, D., Fixsen, D., & Dunlap, G. (2003). Pathways to service utilizations: A synthesis of evidence relevant to young children with challenging behavior. Tampa, FL: University of South Florida, Center for Evidence-Based Practice: Young Children with Challenging Behavior. Ritz, M., Noltemeyer, A., Davis, D., & Green, J. (2014). Behavior management in preschool classrooms: Insights revealed through systematic observation and interview. Psychology in the Schools, 51(2), 181-197. Sadık, F. (2004). Okul öncesi sınıflarda gözlenen problem davranışlar ve bu davranışlarla baş etmede öğretmenlerin kullandıkları yöntemler. Eğitim Araştırmaları Dergisi, 13, 89–97. Sesli, S., ve Bozgeyikli, H. (2015). Okul öncesi öğretmenlerinin problem çözme becerileri ile disiplin anlayışlarının incelenmesi. OPUS- Türkiye Sosyal Politika ve Çalışma Hayatı Araştırmaları Dergisi, 5(8), 82-111. Shaw, D.S., Winslow, E. B., Owens, E. B., Vondra, H. I., Cohn, J. F., & Bell, R. Q. (1998). The development of early externalizing problems among children from low-income families: A transformational perspective. Journal of Abnormal Child Psychology, 26(2), 95-107. Topçu Bilir, Z., & Sop, A. (2016). Okul öncesi dönemindeki çocukların aile ilişkileri ile çocuklarda görülen davranış problemleri arasındaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 40, 20-43. Touliatos, J., & Lindholm, B. W. (1981). Congruence of parents' and teachers' ratings of children's behavior problems. Journal of Abnormal Child Psychology, 9(3),347-354. Tulley, M., & Chiu, L. H. (1995). Student teachers and classroom discipline.The Journal of Educational Research, 88(3), 164–171. Türnüklü, A. (2000). Türk ve İngiliz ilköğretim öğretmenlerinin sınıf içi davranış yönetim stratejilerinin karşılaştırılması. Kuram ve Uygulamada Eğitim Yönetimi, 6(23), 449-466. Uysal, S., Akbaba-Altun, S., &, Akgün, E. (2010). Okulöncesi öğretmenlerinin çocukların istenmeyen davranışları karşısında uyguladıkları stratejiler. İlköğretim Online, 9(3), 971-979. Wolfgang, H. C. (1995). Solving discipline and classroom management problems: Methods and models for today’s teachers (3rd edition). USA: John Willey & Sons, Inc. Yağan Güder, S., Alabay, E., & Güner, E. (2018). Okul öncesi öğretmenlerinin sınıflarında karşılaştıkları davranış problemleri ve kullandıkları stratejiler. İlköğretim Online, 17(1), 414-430. Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (6.baskı). Ankara Seçkin Yayıncılık.

The Challenging Behaviors Faced by the Preschool Teachers in Their Classrooms, and the Strategies and Discipline Approaches Used against These Behaviors: The Sample of United States

Year 2020, Volume: 7 Issue: 3, 79 - 104, 01.12.2020
https://doi.org/10.17275/per.20.36.7.3

Abstract

This research aims to investigate the most frequent challenging behaviors faced by preschool teachers in their classrooms and the strategies and discipline approaches they adopt against these challenging behaviors. This research is conducted within case study design, which is a qualitative research method. The study group consists of 10 different preschool teachers teaching for children aged four-five in a city in the mid-south region of the United States. The research data was collected through one-to-one interviews performed by the researcher with the teachers. Content analysis was used to analyze the data obtained as a result of the interviews with the teachers. In the study, the challenging behaviors faced by the preschool teachers were asserted as the behaviors occurring under the themes of “accommodation problems” in the first place, followed by “self-control inadequacies” and then “absence of prosocial behaviors”, and “deficiencies in assertiveness skills”. The result of this study showed that preschool teachers mainly adopted multiple appropriate strategies which contribute to creating a warm classroom environment in their classrooms. It was stated that the discipline approach based on behavior change was mostly used as well as the instructional and effective communicational approach was partially used, while the assertive discipline approach was rarely used. It is recommended that the strategies and discipline approaches of teachers for dealing with challenging behaviors should be positively improved through supporting the knowledge, skills, and experiences of preschool teachers in the dimension of classroom management.

References

  • Aksoy, P. (2018). Duygusal ve davranışsal bozukluğu olan çocuklar ve eğitim sorunları. Z. Seçer (Ed.). Risk Altındaki Çocuklar içinde (ss. 279-312). Ankara Eğiten Yayıncılık. Akin Little, K. A., Little, S. G., & Laniti, M. (2007). Teachers’ use of classroom management procedures in the United States and Greece: A cross-cultural comparison. School Psychology International, 28(1), 53-62.  Akgün, E., Yarar, M. &, Dinçer, Ç. (2011). Okul öncesi öğretmenlerin sınıf içi etkinliklerde kullandıkları sınıf yönetimi stratejilerinin incelenmesi. Pegem Eğitim ve Öğretim Dergisi, 1(3), 1-9. Aunola, K., & Nurmi, J. E. (2005). The role of parenting styles in children’s problem behavior. Child Development, 76(6), 1144-1159. Bear, G. G., Cavalier, A. R., & Manning, M. A. (2002). Best practices in school discipline. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (4th ed), (pp. 977 – 991). Bethesda, MD: National Association of School Psychologists. Borg, M. G., & Falzon J. M. (1989). Primary school teacher’ perception of pupils’ undesirable behaviours. Educational Studies, 15(3), 251-260. Brook, J. S., Lee, J. Y., Finch, S. J., & Brown, E. N. (2012). The association of externalizing behavior and parent–child relationships: An intergenerational study. Journal of Child Family Studies, 21(3), 418–427. Bulotsky-Shearer, R. J., Fernandez, V., Dominguez, X., & Rouse, H. L. (2011). Behavior problems in learning activities and social interactions in head start classrooms and early reading, mathematics, and approaches to learning. School Psychology Review, 40(1), 39-56. Buyuktaskapu Soydan, S., Alakoc Pirpir, D., Ozturk Samur, A., & Angin, D. A. (2018). Pre-school teachers’ classroom management competency and the factors affecting their understanding of discipline. Eurasian Journal of Educational Research, 73, 149-172. Canter, L., & Canter, M. (1992). Lee canters’s assertive discipline. Santa Monica: Canter & Associates Inc. Cipani, E. (1998). Three behavioral functions of classroom noncompliance: Diagnostic and treatment implications. Focus on Autism and Other Developmental Disabilities, 13(2), 66 -72. Criss, M. M., Pettit, G. S., Bates, J. E., Dodge, K. A., & Lapp, A. L. (2002). Family adversity, positive peer relationships, and children’s externalizing behavior: A longitudinal perspective on risk and resilience. Child Development, 73(4), 1220-1237. Culp, R. E., Howell, C. S., Culp, A. M., & Blankemeyer, M. (2001). Maltreated children’s emotional and behavioral problems: Do teachers and parents see the same things?.Journal of Child and Family Studies, 10(1), 39-55. Dal, M., & Akan, D. (2018). Okul öncesi öğretmenlerinin öğrencilerin istenmeyen davranışlarıyla baş etmede kullandıkları sınıf yönetimi stratejileri. Journal of Human Sciences, 15(2), 1116-1128. Dobbs, J., Arnold, D. H., & Doctoroff, G. L. (2004). Attention in the preschool classroom: The relationships among child gender, child misbehavior, and types of teacher attention. Early Child Development and Care, 174(3), 281-295. Edwards, C. H. (1993). Classroom discipline and management. Newyork: Macmillan Publishing Company. Feil, E. G., Frey, A., Walker, H. M., Small, J. W., Seeley, J. R., Golly, A., & Forness, S. R. (2014). The efficacy of a home-school intervention for preschoolers with challenging behaviors: A randomized controlled trial of preschool First Step to Success. Journal of Early Intervention, 36(3), 151-170. Glasser, W. (1992). The quality school: Managing students without coercion (2nd edition). New York: Harper-Perennial. Gülay Ogelman, H. &, Ersan, C. (2014). Okul öncesi öğretmenlerinin sınıf yönetimi stratejilerinin çocukların akran ilişkileri üzerindeki etkisi. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 63-84. Hayes, L. (2007). Problem behaviours in early primary school children: Australian normative data using the Strengths and Difficulties Questionnaire. Australian and New Zealand Journal of Psychiatry, 41(3), 231-238. Hiralall, A. S., & Martens, B. K. (1998). Teaching classroom management skills to preschool staff: The effects of scripted instructional sequences on teacher and student behavior. School Psychology Quarterly, 13(2), 94-115. Honig, A. S. (1997). Behavior guidance for infants and toddlers. Little Rock, AR: Southern Early Childhood Association. İkiz, F. E., Mete Otlu, B., & Ekinci Vural, D. (2016). Erken çocukluk döneminde görülen problem davranışlar: Öğretmenlerin değerlendirmesi. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(17), 216-229. Jones, V. F., & Jones, L. S. (2007). Comprehensive classroom management, creating communities of support and solving problems (8th edition). USA: Allyn & Bacon Company. Karabay, S. O., & Asi, D. Ş. (2015). Classroom rules used by preschool teachers and children’s levels of awareness relating to rules. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 69-86. Katsuyuki, Y., & Noriko, N. (2009). The relationship between three types of aggression and peer relations in elementary school children. International Journal of Psychology, 44(3), 179-186. Keane, S. P, & Calkins, S. D. (2004). Predicting kindergarden peer social status from toddler and preschool problem behavior. Journal of Abnormal Child Psychology, 32(4) 409-423. Kerr, D. C. R., Lopez, N. L., Olson, S. L., & Sameroff, A. J. (2004). Parental discipline and externalizing behavior problems in early childhood: The roles of moral regulation and child gender. Journal of Abnormal Child Psychology, 32(4), 369-383. Lavigne, J. V., Gibbons, R. D., Christoffel, K. K., Arend, R., Rosenbaum, D., Binns, H. J., Dawson, N., & Isaacs, C. (1998). Prevalence rates and correlates of psychiatric disorders among preschool children. Journal of the American Academy of Child and Adolescent Psychiatry, 35(2), 204-214. Levin, J., & Nolan, F. (2007). Principles of classroom management: A professional decision-making model. Boston, MA: Pearson-Allyn and Bacon. Livanage, K. C., Prince, M. J., & Scott, S. (2003). Mother-child joint activity and behaviour problems of preschool children. Journal of Child Psychology Psychiatry, 44(7), 1037-1048. Luo, J., Bellows, L., & Grady, M. (2000). Clasroom management ıssues for teaching assistants. Researh in Higher Education, 41(3), 353-383. Medikoğlu, O., ve Dalaman, O. (2018). Öğretmenlerinin derste karşılaştıkları istenmeyen öğrenci davranışları ve bu davranışlara yönelik çözüm stratejileriyle ilgili öğretmen görüşlerinin belirlenmesi. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 4(1), 20-32. Merrell, K. W. (2003). Preschool and kindergarten behavior scales (2nd edition). Austin TX: PRO-ED. Merrett, F., & Wheldall, K. (1984). Classroom behavior problems which Junior school teachers find most troublesome. Educational Studies, 10(2), 87-92. Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis. Thousand Oaks, CA: Sage. Morris, R. J., Shah, K., Morris, Y. P. (2002). Internalizing behavior disorders. In K. L. Lane, F. M. Gresham, T. E. OShaughnessy (Eds.). Interventions for Children with or at Risk for Emotional and Behavioral Disorders (pp. 23-241). Boston, MA Allyn Bacon. Patton, M. Q. (2002). Qualitative Research & Evaluation Methods. London: Sage Publications, Inc. Polat, S., Arslan, Y. ve Satıcı, A. (2016). Öğretmenlerin mesleki tutumları ile sınıf disiplin modeli tercihleri arasındaki ilişki. GEFAD / GUJGEF, 36(3), 675-691. Powell, D., Fixsen, D., & Dunlap, G. (2003). Pathways to service utilizations: A synthesis of evidence relevant to young children with challenging behavior. Tampa, FL: University of South Florida, Center for Evidence-Based Practice: Young Children with Challenging Behavior. Ritz, M., Noltemeyer, A., Davis, D., & Green, J. (2014). Behavior management in preschool classrooms: Insights revealed through systematic observation and interview. Psychology in the Schools, 51(2), 181-197. Sadık, F. (2004). Okul öncesi sınıflarda gözlenen problem davranışlar ve bu davranışlarla baş etmede öğretmenlerin kullandıkları yöntemler. Eğitim Araştırmaları Dergisi, 13, 89–97. Sesli, S., ve Bozgeyikli, H. (2015). Okul öncesi öğretmenlerinin problem çözme becerileri ile disiplin anlayışlarının incelenmesi. OPUS- Türkiye Sosyal Politika ve Çalışma Hayatı Araştırmaları Dergisi, 5(8), 82-111. Shaw, D.S., Winslow, E. B., Owens, E. B., Vondra, H. I., Cohn, J. F., & Bell, R. Q. (1998). The development of early externalizing problems among children from low-income families: A transformational perspective. Journal of Abnormal Child Psychology, 26(2), 95-107. Topçu Bilir, Z., & Sop, A. (2016). Okul öncesi dönemindeki çocukların aile ilişkileri ile çocuklarda görülen davranış problemleri arasındaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 40, 20-43. Touliatos, J., & Lindholm, B. W. (1981). Congruence of parents' and teachers' ratings of children's behavior problems. Journal of Abnormal Child Psychology, 9(3),347-354. Tulley, M., & Chiu, L. H. (1995). Student teachers and classroom discipline.The Journal of Educational Research, 88(3), 164–171. Türnüklü, A. (2000). Türk ve İngiliz ilköğretim öğretmenlerinin sınıf içi davranış yönetim stratejilerinin karşılaştırılması. Kuram ve Uygulamada Eğitim Yönetimi, 6(23), 449-466. Uysal, S., Akbaba-Altun, S., &, Akgün, E. (2010). Okulöncesi öğretmenlerinin çocukların istenmeyen davranışları karşısında uyguladıkları stratejiler. İlköğretim Online, 9(3), 971-979. Wolfgang, H. C. (1995). Solving discipline and classroom management problems: Methods and models for today’s teachers (3rd edition). USA: John Willey & Sons, Inc. Yağan Güder, S., Alabay, E., & Güner, E. (2018). Okul öncesi öğretmenlerinin sınıflarında karşılaştıkları davranış problemleri ve kullandıkları stratejiler. İlköğretim Online, 17(1), 414-430. Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (6.baskı). Ankara Seçkin Yayıncılık.
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Pınar Aksoy 0000-0001-6107-3877

Publication Date December 1, 2020
Acceptance Date May 28, 2020
Published in Issue Year 2020 Volume: 7 Issue: 3

Cite

APA Aksoy, P. (2020). The Challenging Behaviors Faced by the Preschool Teachers in Their Classrooms, and the Strategies and Discipline Approaches Used against These Behaviors: The Sample of United States. Participatory Educational Research, 7(3), 79-104. https://doi.org/10.17275/per.20.36.7.3