Behavioral Problems Preschool Teachers Experience in Their Classrooms and the Strategies They Employ for These Behaviors

Abstract

In this study, the focus is to determine the most frequent behavioral problems encountered in preschool classrooms, their effects on the educational environment and the strategies teachers employ in dealing with these behavioral problems. In the study, semi-structured interview was carried out with 13 preschool teachers predefined by utilizing snowball sampling method. In the study conducted with basic research pattern, descriptive analysis technique was used. In the wake of the study, it was determined that the
most frequent problems teachers experience in their classrooms were ‘temper tantrum’, ‘crying’, ‘yelling’ and ‘obstinacy’. In the study, teachers who have children in their classroom with behavioral problems described their feelings as ‘despair’ and ‘fatigue’. It was detected that behavioral problems affected educational process adversely and caused troubles. It was determined that teachers often used methods such as ‘eye contact’, ’ignoring’ and ‘punishment and reward’; they didn’t adopt an approach to demonstrate and teach children the proper form of their behavior, but instead, mostly behaved spontaneously. It can be recommended that teachers specify under what circumstances the child with problematic attitude displays behavioral problems; rearrange educational environment physically and psychologically; and review common grounds such as peer relationships and parent-teacher cooperation. Additionally, it can be stated that teachers should be supported through in service training activities, enhancing their qualifications regarding recognition and assessment of children and classroom management approaches.