Physical and Relational Aggressive Behavior in Preschool: School Teacher Rating, Teachers’ Perception and İntervention Strategies

Esra Dereli

doi:10.5296/jei.v6i1.16947

Abstract

In this study was aimed to determine the preschool teachers’ perception and intervention strategies of physical, relational aggressive behavior and investigate the whether preschool students’ this aggressive behavior differ based on preschool teachers’ intervention strategies. Sample group consisted of 42 pre-school teachers and 755 preschool students aged 4-5. Sequential explanatory design of explanatory design model, one of the mixed method designs, was used in the study. In the quantitative part of study relational screening model and the qualitive part of study semi-structured interview was used to assess teachers’ perception and intervention. Personal Information Form, Pre-School Social Behavior Scale-Teacher Form, and Teacher Interview Forms were used to collect data. Analysis of data was used descriptive statistics, One Way Anova analysis. Results indicated that children’s physical and relational aggressive behavior scores significantly differed preschool teachers’ intervention strategies of aggressive behavior. According to the results, moderate level meaningful relationships between teachers’ preschool teachers’ intervention strategies of physical, relational aggressive behavior and students’ physical and relational aggressive behavior. Teachers stated that they tried different ways to intervention strategies these problems. However, it was determined that pre-school teachers used the strategy of prohibition and punishment in physical aggression more than relational aggression.

Highlights

Preschool period is critical in the development of children
Preschool teachers may be trained on appropriate strategies to intervene in physical aggression and relational aggression, and the results can be analyzed
Studies may be conducted to determine which kind of physical aggression and relational aggression intervention strategies are used by preschool teachers

Summary

Introduction

Preschool period is critical in the development of children. One of the development areas that2020, Vol 6, No 1 children should be supported in this period is their social development. The effect of family, teachers and peers on children’s acquisition of social behavior is a widely accepted fact early childhood period is very important for children to acquire social behaviors. During this period, the child is rehearsing real life, experiencing and learning many behaviors by imitating adults (Ahmetoğlu, 2018; Blair et al, 2004; Gornik et al, 2018). The basis of learning social behavior is to find the appropriate model who demonstrates the relevant behavior In this period, teachers have a significant impact on children’s social behavior, as well as their parents. The teacher will contribute to the child’s successful development by organizing teamwork with other children in the classroom so that children can establish friendly relations with their peers, by creating opportunities to observe and learn about social behaviors and to make self-assessment

Objectives

Methods

Discussion

Conclusion