Preschool Teacher Opinions on Undesirable Behaviors

Yıl 2019, Cilt: 20 , 123 - 141, 05.04.2019

Seda Ata Seda Karayol

https://doi.org/10.17494/ogusbd.548298

Cited By: 1

Öz

The aim of this research is to identify the
preschool teacher opinions on undesirable behaviors in classroom. To this end,
40 preschool teachers were interviewed. Convenience sampling method was used
when creating the study group. The research was conducted with qualitative case
study. The preschool teachers were asked about their opinions on undesirable
behaviors in classroom with the semi-structured interview forms. Answers of the
teachers were analyzed with the content analysis method. The data obtained were
analyzed with the categorical analysis technique. The findings were classified
as the most observed undesirable behaviors, short-term undesirable behavior
intervention methods and long-term undesirable behavior intervention methods.
According to the findings, the most observed undesirable behaviors were
“disobedience to instructions". It was seen that the teachers used 9
different short-term intervention methods for undesirable behaviors; they
resort to the “carrot-and-stick” method most. The teachers used 17 different
short-term intervention strategies and reported that they “looked for solutions
together with parents” most.

Anahtar Kelimeler

Early Childhood Education, Preschool Teachers’ Opinions, Undesirable Behaviors

Kaynakça

• Akar, H., Tantekin Erden, F., Tor, D. and Şahin, İ. T. (2010). Study on teachers’ class-room management approaches and experiences. Elementary Education Online, 9(2), 792-806. Aydın, A. (2012). Sınıf Yönetimi [Classroom Management] (15th Edition), Pegem Akademi Yayınları, Ankara. Barnett, W. S. & Boocock, S. S. (Eds.). (1998). Early Care and Education for Children in Poverty: Promises, Programs, and Long-Term Results. SUNY Press. Bayer, J. K., Ukoumunne, O. C., Mathers, M., Wake, M., Abdi, N. & Hiscock, H. (2012). Development of children's internalising and externalising problems from infancy to five years of age. Australian and New Zealand Journal of Psychiatry, 46, 659-668. 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. Bulut, M. S. and İflazoğlu, A. (2007). Anasınıfı öğretmenleri ile öğretmen adaylarının sınıfta karşılaştıkları problem davranışlar ve bu davranışlara yönelik geliştirdikleri stratejiler: nitel bir çalışma örneği. [Problematic behaviors observed by preschool teachers and preservice teachers in the classroom and strategies developed by them for these behaviors: a qualitative research] Book of Symposium on Present and Future of Preschool Education in the Process of European Union. (Ed. N. Aral and B. Tuğrul). Ya-Pa Yayınları. Burchinal, M. R., Peisner-Feinberg, E., Pianta, R. & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predic-tors of developmental trajectories. Journal of School Psychology, 40(5), 415-436. Calkins, S. D., & Hill, A. (2007). The emergence of emotion regulation: Biological and behavioral transactions in early development. In J. J. Gross (Ed.), Handbook of Emo-tion Regulation (pp. 229-248). New York: Guilford. Campbell, S. B. (1995). Behavior problems in preschool children: A review of recent re-search. Journal of Child Psychology and Psychiatry, 36, 113-149. Campbell, S. B., Spieker, S., Burchinal, M. & Poe, M. D. (2006). Trajectories of aggres-sion from toddlerhood to age 9 predict academic and social functioning through age 12. Journal of Child Psychology and Psychiatry, 47, 791-800. Can, E. and Baksi, O. (2014). Öğrencelerin sınıf içi tutum ve davranışlarının öğretmenlerin sınıf yönetimi başarısına etkisi [Effect of students' in-class attitudes and behaviors on teachers' achievement of classroom management]. Asya Öğretim Dergisi, 2(1), 86-101. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed method approaches. London: Sage Publications, Inc. Çankaya, İ. and Çanakçı, H. (2011). Sınıf öğretmenlerinin karşılaştıkları istenmeyen öğrenci davranışları ve bu davranışlarla başa çıkma yolları [Undesirable student behav-iors observed by classroom teachers and their ways of coping with these behaviors]. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 6(2), 307-316. Denizel Güven, E. and Cevher, F. N. (2005). Okul öncesi öğretmenlerinin sınıf yönetimi becerilerinin çeşitlideğişkenler açısından incelenmesi [Examination of preschool teachers' classroom management skills by several variables]. Pamukkale University Faculty of Education Journal, 2(18), 1-22. Dickerson, C.N. (2000). Teachers’ attitudes toward preschool children with disruptive behaviors in the classroom. Unpublished master’s thesis, University of California, Ir-vine. Dinçer, Ç. and Akgün, E. (2015). Okul öncesi öğretmenleri için sınıf yönetimi becerileri ölçeğinin geliştirilmesi ve öğretmenlerin sınıf yönetimi becerilerinin çeşitli değişken-lerle ilişkisi [Development of a classroom management skills scale for preschool teachers and the relationship between teachers' classroom management skills and several variables], Eğitim ve Bilim, 40(177), 187-201. Dobbins, N. & Higgins, K. (2010). An analysis of social skills instruction provided in teacher education and inservice training programs for general and special educators. Remedial and Special Education, 31(5), 358- 367. Downer, J. T., Pianta, R. C., Fan, X., Hamre, B., Mashburn, A., & Justice, L. (2011). Effects of web-mediated teacher professional development on the language and liter-acy skills of children enrolled in prekindergarten programs. NHSA Dialog, 14, 189-212. Dunlap, G., Strain, P. S., Fox, L., Carta, J., Conroy, M., Smith, B. J. & Sowell, C. (2006). Prevention and intervention with young children’s challenging behavior: Perspective regarding current knowledge. Behavioral Disorders, 32, 29–45. Erbaş, D. and Özkan, Yücesoy Ş. (2010). Problem Davranışları Azaltmada Olumlu Dav-ranışsal Destek Uygulamaları: Aile ve Öğretmen El Kitabı [Positive Behavioral Support Practices for Reducing Problematic Behaviors: Parent's and Teacher's Handbook]. An-kara: Maya Akademi Yayıncılık. Fields, M.V. & Boesser, C. (2002). Constructive Guidance and Discipline. New Jersey: Pearson Education Inc. Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to Design and Evaluate Re-search in Education (8th ed.). New York, NY: McGraw-Hill. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625-638. Hemmeter M. L., Fox L., Jack S., Broyles L. & Doubet S. (2007). A program-wide model of positive behavior support in early childhood settings. Journal of Early Intervention, 29, 337–355. Honig, A. S. (1997). Infant temperament and personality: What do we need to know? Montessori Life, 9(3), 18-21. Houghton, S., Wheldall, K. and Merrett, F. (1988). Classroom behavior problems which secondary school teachers say they find most troublesome. British Educational Re-search Journal, 14, 297–312. Hughes, J., Cavell, T. & Willson, V. (2001). Further support for the developmental signifi-cance of the quality of the teacher–student relationship. Journal of School Psychology, 39, 289–302. Joseph, G. E. & Strain, P. S. (2004). Building positive relationships with young children. Young Exceptional Children, 7, 21-28. Kapucuoğlu Tolunay, A. (2008). Sınıf öğretmenlerinin sınıfta karşılaştıkları istenmeyen öğrenci davranışları ve bu davranışlara karşı kullandıkları baş etme yöntemleri [Unde-sirable student behaviors observed by classroom teachers and their coping methods against these behaviors]. Unpublished Master’s Thesis, Uludağ University Institute of Social Sciences: Bursa. Kim, H.-J., Arnold, D. H., Fisher, P. H. & Zeljo, A. (2005). Parenting and preschoolers' symptoms as a function of child gender and sex. Child & Family Behavior Therapy, 27, 23-41. Ladd, G. W. & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school ad-justment? Child Development, 72(5), 1579-1601. Larzelere, R. E., Amberson, T. G. & Martin, J. A. (1992). Age differences in perceived discipline problems from 9 to 48 months. Family Relations, 41, 192-199. LeBlanc, L., Swisher, R., Vitaro, F. & Tremblay, R. E. (2007). School social climate and teachers’ perceptions of classroom behavior problems: A 10 year longitudinal and multilevel study. Social Psychology of Education, 10(4), 429-442. Marchant, M., Young, R. K. & West, R. P. (2004). The effects of parental teaching on compliance behavior of children. Psychology in the School, 41, 337–350. McCabe, L. A. & Frede, E. C. (2007). Challenging Behaviors and the Role of Preschool Education. New Brunswick: National Institute for Early Education. McClelland, M. M. & Cameron, C. E. (2012). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Per-spectives, 6, 136–142. Meehan, B. T., Hughes, J. N. & Cavell, T. A. (2003). Teacher–student relationships as compensatory resources for aggressive children. Child Development, 74(4), 1145-1157. Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S. & Robinson, L. R. (2007). The role of family context in the development of emotion regulation. Social Development, 16, 361-388. Özbey, S. and Alisinanoğlu, F. (2009). Okul öncesi eğitim kurumuna devam eden 60– 72 aylık çocukların problem davranışlarının bazı değişkenlere göre incelenmesi [Examina-tion of problematic behaviors among 60-72-month-old children attending institutions of preschool education by certain behaviors]. The Journal of International Social Re-search, 2(6), 493-517. Özen Altınkaynak, Ş., Uysal Bayrak, H., Taşkın, N., and Akman, B. (2018). Çocukların ödül ve ceza algıları ile öğretmenlerin disiplin hakkındaki görüşleri [Children percep-tions of reward and punishment and teacher opinions on discipline]. Dicle University, Ziya Gökalp Faculty of Education, 33, 1-12. Öztürk, Y. and Gangal, M. (2016). Okul öncesi eğitim öğretmenlerinin disiplin, sınıf yöne-timi ve istenmeyen davranışlar hakkındaki inançları [Preschool teacher beliefs about discipline, classroom management and undesirable behaviors]. Hacettepe University Faculty of Education Journal, 31(3), 593-608. Parsonson, B. S. (2012). Evidence-based classroom behavior management strategies. Kairaranga, 13(1), 16-23. Patterson, G. R., Reid, J. B. & Eddy, J. M. (2002). A brief history of the Oregon Model. In J. B. Reid, G. R. Patterson, & J. J. Snyder (Eds.), Antisocial behavior in children and ad-olescents: A developmental analysis and model for intervention (pp. 3-21). Washing-ton, DC: American Psychological Association. Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association. Pianta, R. C., Hamre, B. K. & Stuhlman, M. (2003). Relationships between teachers and children. In W. Reynolds & G. Miller (Eds.), Comprehensive Handbook of Psychology (Vol. 7) Educational Psychology (pp. 199-234). New York: John Wiley & Sons. Pianta, R., Mashburn, A., Downer, J., Hamre, B., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23, 431-451. Powell, D., Dunlop, G. & Fox, L. (2006). Prevention and intervention for the challenging behaviors of toddlers and preschoolers. Infants & Young Children, 19(1), 25–35. Raver, C. C. & Knitzer, J. (2002). Ready to Enter: What Research Tells Policy Makers about Strategies to Promote Social and Emotional School Readiness among Three and Four-Year-Olds. Washington DC: National Center for Children in Poverty. Roseth, C. J., Pellegrini, A. D., Dupuis, D. N., Bohn, C. M., Hickey, M. C., Hilk, C. L. & Peshkam, A. (2008). Teacher intervention and U.S. preschoolers’ natural conflict resolution after aggressive competition. Behaviour, 145, 1601-1626. Ross, H. S. & Conant, C. L. (1992). The social structure of early conflict: Interaction, rela-tionships, and alliance. In C. U. Shantz & W. W. Hartup (Eds.), Conflict in Child and Ad-olescent Development (pp. 153-185). New York: Cambridge University Press. Runions, K. C. (2014). Reactive aggression and peer victimization from pre‐kindergarten to first grade: Accounting for hyperactivity and teacher–child conflict. British Journal of Educational Psychology, 84(4), 537-555. Sipahioğlu, E. (2008). İlköğretim 1. kademesinde sınıf içi istenmeyen öğrenci davranışları ve çözüm önerileri (Narlıdere Örneği) [In-class undesirable student behaviors in Level-1 elementary education and suggestions for solution (Case of Narlıdere)]. Unpublished Master’s Thesis, Beykent University Institute of Social Sciences: İstanbul. Smith, B. & Fox, L. (2003). Systems of service delivery: A synthesis of evidence relevant to young children at risk of or who have challenging behavior. Tampa, FL: Center for Evi-dence-Based Practice: Young Children with Challenging Behavior, University of South Florida. Spivak, A. L. & Farran, D.C. (2016). Predicting first graders’ social competence from their preschool classroom interpersonal context. Early Education and Development, 27(6), 735-750. Stormont, M., Beckner, R., Mitchell, B. & Richter, M. (2005). Supporting successful transition to kindergarten: General challenges and specific implications for students with problem behavior. Psychology in the Schools, 42(8), 765-778. Strauss, A. & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Proce-dures for Developing Grounded Theory (2nd ed.). Thousand Oaks, London, New Delhi: Sage Publications. Sugai, G. & Horner, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1-2), 23-50. Şahin, İ. T., Tantekin-Erden, F. and Akar, H. (2011). The Influence of the Physical Envi-ronment on Early Childhood Education Classroom Management. Eurasian Journal of Educational Research, 44, 185-202. Thompson, B. (2009). Disruptive behaviors in Barbadian classrooms: Implications for universal secondary education in the Caribbean. Journal of Eastern Caribbean Stud-ies, 34(3), 39-58. Thompson, R. A. & Goodman, M. (2009). Development of self, relationships, and socio-emotional competence: Foundations for early school success. In O. A. Barbarin & B. Wasik (Eds.), Handbook of Child Development and Early Education: Research to Prac-tice (pp. 147-171). New York, NY: Guilford Press. Uysal, H., Altun A., S. and Akgün, E. (2010). Okulöncesi Öğretmenlerinin Çocukların İstenmeyen Davranışları Karşısında Uyguladıkları Stratejiler [Strategies Used by Pre-school Teachers against Undesireable Behaviors of Children]. İlköğretim Online, 9(3), 971-979. Yıldırım, A., Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative Research Methods in Social Sciences] (Extended 9th Edition). Ankara: Seçkin Yayınevi. Yıldız, B. (2006). Sınıf öğretmenlerinin istenmeyen davranışlarda kullandıkları önleyici yak-laşımlar ve bu yaklaşımların etkililiğine ilişkin öğretmen ve öğrenci görüşleri [Preventive approaches used by classroom teachers to undesirable behaviors and teacher and stu-dent opinions on the effectiveness of these approaches]. Unpublished Master’s Thesis, Abant İzzet Baysal University Institute of Social Sciences: Bolu. Yin, R.K. (2009). Doing Case Study Research. 4th ed. Thousand Oaks, CA: Sage. Yüksel, A. (2006). İlköğretim 1. kademede 1., 2. ve 3. sınıflarda istenmeyen öğrenci dav-ranışlarına ilişkin öğretmen gözlem ve görüşleri [Teacher observations and opinions on undesirable student behaviors in 1st, 2nd, and 3rd grade in Level-1 elementary educa-tion]. Unpublished Postgraduate Thesis, Afyon Kocatepe University Institute of Social Sciences, Afyon