Early childhood education practitioners' strategies for modifying aggressive behaviors in children.

摘要

The increase of aggressive behaviors in preschool age children is a vital concern of society. Early intervention plans must be implemented to prevent future increase of aggression; however, the causes of aggressive acts must be evaluated first. The most obvious individuals to look to for answers would be aggressive children and the teachers who educate them on a daily basis. This study compared 5 teachers' existent strategies for stemming aggressive behaviors for 20 preschool age children who demonstrated mid-to high levels of aggression to those utilized following the development of the Antecedent-Behavior-Consequences (A-B-C) intervention behavior plans. Three instruments were used to collect data: The Teacher Control of Child Behavior Scale, the Preschool Behavior Project ( PBP) 12-Item Aggression Scale, and the Signs of Aggressive Behaviors Questionnaire. Findings indicated that aggressive acts decreased due to the specific, behaviorally-based strategies that were implemented within the 5 week study. The qualitative analysis revealed consensus among the teachers with regard to their training in classroom management and guidance, indicating that their overall education was inadequate to work with aggressive children and more knowledge and, particularly, coaching was needed. Implications for social change include the need for institutions of higher education to better prepare teachers in the areas of classroom management and early intervention strategies for aggressive behaviors.