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Early Childhood Teachers' Perspectives on Their Responses to Children's Challenging Behaviors = = Perspectivas de los maestros de la primera infancia sobre sus respuestas a los comportamientos desafiantes de los ninos.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Early Childhood Teachers' Perspectives on Their Responses to Children's Challenging Behaviors =/
其他題名:	Perspectivas de los maestros de la primera infancia sobre sus respuestas a los comportamientos desafiantes de los ninos.
其他題名:	Perspectivas de los maestros de la primera infancia sobre sus respuestas a los comportamientos desafiantes de los ninos.
作者:	Scallion, Sharon D.
面頁冊數:	1 online resource (94 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
標題:	Multicultural education. -
電子資源:	click for full text (PQDT)
ISBN:	9798379574574

Early Childhood Teachers' Perspectives on Their Responses to Children's Challenging Behaviors = = Perspectivas de los maestros de la primera infancia sobre sus respuestas a los comportamientos desafiantes de los ninos.
Scallion, Sharon D.

Early Childhood Teachers' Perspectives on Their Responses to Children's Challenging Behaviors =Perspectivas de los maestros de la primera infancia sobre sus respuestas a los comportamientos desafiantes de los ninos.Perspectivas de los maestros de la primera infancia sobre sus respuestas a los comportamientos desafiantes de los ninos. - 1 online resource (94 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--Walden University, 2023.

Includes bibliographical references

The problem that was the focus of this study was the high rate of suspensions and expulsions of preschool children enrolled in independently funded childcare centers in Texas, and the lack of understanding of preschool teachers' response to children's challenging behavior. The purpose of this basic qualitative study was to explore preschool teachers' perspective on how they handle children's challenging behaviors, and what inclines teachers toward suspending or expelling children from independently funded childcare centers. Liu's theory of children's externalizing behavior provided the conceptual framework for the study. Ten preschool teachers from urban, independently funded childcare centers in Texas were interviewed via Zoom, and data were analyzed using open coding. Results indicated children and teachers experienced frustration that inspired teachers to recommend suspension or expulsion for challenging students. Teachers characterized challenging children as hungry for attention and beset by difficulties at home, teachers recognized students' inability to regulate feelings causing their disruptive behavior, and teachers needed training in managing children's challenging behaviors. Recommendations for future research include interviewing teachers who work with toddlers 1 to 2 years old and replicating this study in a different region of the United States. Positive social change may result from this study if childcare centers become encouraged to provide preschool teachers with resources to address children's challenging behaviors and to recognize the role of frustration in teachers' and children's behavior.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379574574Subjects--Topical Terms:

556370
Multicultural education.
Subjects--Index Terms:

Challenging behaviorsIndex Terms--Genre/Form:

554714
Electronic books.

Early Childhood Teachers' Perspectives on Their Responses to Children's Challenging Behaviors = = Perspectivas de los maestros de la primera infancia sobre sus respuestas a los comportamientos desafiantes de los ninos.
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500 $a Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
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502 $a Thesis (Ed.D.)--Walden University, 2023.
504 $a Includes bibliographical references
520 $a The problem that was the focus of this study was the high rate of suspensions and expulsions of preschool children enrolled in independently funded childcare centers in Texas, and the lack of understanding of preschool teachers' response to children's challenging behavior. The purpose of this basic qualitative study was to explore preschool teachers' perspective on how they handle children's challenging behaviors, and what inclines teachers toward suspending or expelling children from independently funded childcare centers. Liu's theory of children's externalizing behavior provided the conceptual framework for the study. Ten preschool teachers from urban, independently funded childcare centers in Texas were interviewed via Zoom, and data were analyzed using open coding. Results indicated children and teachers experienced frustration that inspired teachers to recommend suspension or expulsion for challenging students. Teachers characterized challenging children as hungry for attention and beset by difficulties at home, teachers recognized students' inability to regulate feelings causing their disruptive behavior, and teachers needed training in managing children's challenging behaviors. Recommendations for future research include interviewing teachers who work with toddlers 1 to 2 years old and replicating this study in a different region of the United States. Positive social change may result from this study if childcare centers become encouraged to provide preschool teachers with resources to address children's challenging behaviors and to recognize the role of frustration in teachers' and children's behavior.
520 $a El tema que fue el foco de este estudio fue la alta tasa de suspensiones y expulsiones de ninos en edad preescolar inscritos en centros de cuidado infantil financiados independientemente en Texas, y la falta de comprension de la respuesta de los maestros de preescolar al comportamiento desafiante de los ninos. El proposito de este estudio cualitativo basico fue explorar la perspectiva de los maestros de preescolar sobre como manejan los comportamientos desafiantes de los ninos y que inclina a los maestros a suspender o expulsar a los ninos de los centros de cuidado infantil financiados de forma independiente. La teoria de Liu sobre el comportamiento externalizante de los ninos proporciono el marco conceptual para el estudio. Diez maestros de preescolar de centros de cuidado infantil urbano financiados independientemente en Texas fueron entrevistados a traves de Zoom, y los datos se analizaron utilizando codificacion abierta. Los resultados indicaron que los ninos y los maestros experimentaron frustracion que inspiro a los maestros a recomendar la suspension o expulsion para los estudiantes desafiantes. Los maestros caracterizaron a los ninos desafiantes como hambrientos de atencion e intimidados por dificultades en el hogar, los maestros reconocieron la incapacidad de los estudiantes para regular los sentimientos que causan su comportamiento disruptivo, y los maestros necesitaban capacitacion para manejar los comportamientos desafiantes de los ninos. Las recomendaciones para futuras investigaciones incluyen entrevistar a maestros que trabajan con ninos pequenos de 1 a 2 anos y replicar este estudio en una region diferente de los Estados Unidos. Un cambio social positivo puede resultar de este estudio si se alienta a los centros de cuidado infantil a proporcionar a los maestros de preescolar recursos para abordar los comportamientos desafiantes de los ninos y reconocer el papel de la frustracion en el comportamiento de los maestros y los ninos.
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