Management Approaches Employed by Teachers to Deal with Children's Behaviour Problems in Nursery Classes

Abstract

The study was undertaken in Greece to investigate the management approaches employed by nursery teachers to deal with children's behaviour problems. In particular, the extent, frequency of use and effectiveness of behavioural, cognitive and punitive approaches were investigated with regard to conduct, emotional and developmental related problems. A questionnaire was developed and applied to a female teacher sample of 154 selected from nursery schools located in three distinct regions of Greece. The questionnaire was completed for 280 children from a total pupil sample of 3,091. The findings showed that teachers appear to mainly attend to and deal with conduct problems which cause greater disturbance in the classroom. However, emotional and developmentally related problems were also addressed revealing teachers' concerns about their pupils' well-being and development. Teachers seemed to mainly use positive ways in dealing with children's behaviour problems, but they did deliver punishments as well. Finally, the study indicated that teachers appear to be rather effect-oriented employing a variety of techniques of different theoretical orientation which have been perceived to be effective.