Understanding and Navigating Challenging Behaviors in Early Childhood Education

Vưu Anh Tài

doi:10.55885/jerp.v2i3.203

Authors

Vưu Anh Tài Hanoi University, Vietnam

DOI:

https://doi.org/10.55885/jerp.v2i3.203

Keywords:

Behaviors, Childhood, Education

Abstract

The purpose of this research is to establish the rate of display of difficult behaviors among children in early learning centers and their teachers self estimated competency in implementing evidence based behavioral interventions for such pupils. The type of survey design used was descriptive survey technique and the sample comprised of 50 educators in different settings of early childhood education. The results of this study indicate that paren t-child problematic behaviors are something which is frequently observed and parental means are equal to $ 2. Nine behaviors per child per day. Still, 12% of the educators admitted to having low confidence in how to address these behaviours while 20% expressed that they are not aware of the best practices in the field. Therefore, the current study reinforces the importance of professional development in the further improvement of teacher’s competencies in managing student behavior. Increased interaction between teachers and parents is also denoted as essential in managing problem behaviors learning environment. Finally, this study suggests the need for gender sensitive training for educators and more studies on the ways of enhancing positive learning environments to improve children’s achievement in early childhood education.

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