@article{article_1554845, title={An Examination of Teacher Approaches to Aggressive Behaviors in Preschool Children}, journal={Uluslararası Medeniyet Çalışmaları Dergisi}, volume={10}, pages={12–29}, year={2025}, DOI={10.58648/inciss.1554845}, author={Çiçek, Rahime and Güzeldere Aydın, Damla and Poyraz Rüstemoğlu, Hazal and Pekkarakaş, Emine and Başal, Handan}, keywords={Saldırgan Davranış, Saldırganlık, Problem Davranış, Okul Öncesi Eğitim, Öğretmen Müdahalesi}, abstract={Problem behaviors that emerge in early childhood often persist into later stages of life, with a significant risk of becoming permanent for many individuals. To identify the aggressive behaviors of preschool children and to examine teachers’ interventions in these situations, a case study was conducted, involving 15 preschool teachers from public kindergartens in Turkey, with varying levels of experience. Data were gathered through semi-structured interviews. According to the teachers’ accounts, physical and verbal aggression were the most commonly observed behaviors among children. Additionally, it was found that children exhibiting aggressive behavior predominantly targeted their peers. Teachers with 10 or more years of experience reported observing physical and relational aggression more frequently than their less experienced counterparts. When responding to aggressive behaviors, teachers tended to adopt a more supportive approach. The study also found that teachers’ intervention strategies varied according to their years of experience. Teachers with 0-5 years of experience generally intervened less frequently and favored supportive approaches, while those with more than five years of experience intervened more frequently. No significant differences were observed in the attitudes of teachers with varying years of experience regarding the distribution of preventive interventions.}, number={1}, publisher={Hakan YALAP}