Behavior Management in Preschool Classrooms: Insights Revealed Through Systematic Observation and Interview

Abstract

This mixed methods study examined behavior management strategies used by preschool teachers to address student noncompliance in the classroom. Specifically, the study aimed to (1) examine the methods that preschool teachers are currently using to respond to noncompliant behavior in their classrooms, (2) measure the frequency with which each strategy is used or attempted, and (3) examine the reasons that teachers have chosen to use particular strategies. Observations and teacher interviews were conducted in five classrooms across two preschools located in a Midwest state. Results revealed that teachers use a variety of strategies to address noncompliance, many of which were also preventative in nature and designed to increase students’ self‐regulation. In addition, behavior management techniques that are currently recommended by research (e.g., guided compliance and proximity praise) were generally practiced by teachers in the participating schools. However, students were reinforced for appropriate behavior following noncompliance less than one‐third of the time. These results suggest that teachers are using a broad range of recommended strategies, but the results also serve as a reminder of the importance of providing positive reinforcement for appropriate behavior following an episode of noncompliance. Additional implications for school practitioners and future research are provided.

Perception and use of reinforcement by special education teachers

“…The teachers all reported being comfortable following the students’ behavioural plans and were confident in implementing the ‘positive handling’ routines when required. This finding mirrors the recent research in other education settings that suggest teachers are becoming confident in behavioural management techniques (Ritz, Noltemeyer, Davis, et al., ). This also shows how ‘punishment’ under a different name is acceptable.…”

“…Ironically, any intervention that would increase the frequency of behaviour would not be termed a punishment routine by trained behavioural psychologists. Some authors within the wider education context explicitly state that punishment should not be used (e.g., Woollard, ) even though the vast majority of educators in all age groups use them (Akin‐Little, Little, and Laniti, ; Maheady, Sacca and Harper, ; Ritz, Noltemeyer, Davis, et al., ). Despite the wealth of long‐term research into classroom management in other educational settings, observational and mixed method studies of educators who teach children with complex educational needs due to developmental disabilities has been notably absent.…”

“…Cameron, Banko and Pierce, 2001;Deci, Koestner and Ryan, 2001). Irrespective of this ongoing debate, very recent preliminary data from different educational contexts indicate that teachers ubiquitously use rewards and considered this element key to success in a mainstream setting (Costica, 2014;Ritz, Noltemeyer, Davis, et al, 2014).…”

Developing a Classroom Management Skills Inventory for Preschool Teachers and the Correlation of Preschool Teachers’ Classroom Management Skills with Different Variables

“…Öğretmenler; engelli çocukların engel tiplerinin dikkate alınması gerektiğini ve engelli çocukların algılarının, zekâ düzeylerinin, becerilerinin, ihtiyaçlarının normal gelişim gösteren çocuklara göre daha farklı olduğunu vurgulamışlardır. Ritz, Noltemeyer, Davis ve Green (2014) uyumsuz davranışlar sergileyen çocuklara yönelik olarak okul öncesi öğretmenlerinin kullandıkları davranış yönetimi stratejilerini belirlemek amacıyla yaptıkları çalışmanın sonuçlarına göre öğretmenlerin uyumsuz davranışları gidermek amacıyla önleyici ve öğrencilerin öz-düzenleme becerilerini artırıcı çeşitli stratejiler kullandıkları bulunmuştur. Öğretmenler bu stratejileri en sık büyük grup etkinlikleri ve geçişler sırasında kullanma eğilimindedirler.…”

Okul Öncesi Öğretmenlerinin Sınıf Yönetimi Stratejilerinin Çocukların Akran İlişkileri Üzerindeki Etkisi

“…Öğretmen ve çocuğun sınıf ortamında kurdukları kişilerarası ilişki, çocuğun öğrenme sürecine en önemli katkıyı sağlayan unsurlardan biridir (Brekelmans vd., 2002). Alan yazın incelendiğinde okul öncesi dönemde sınıf yönetiminin önemini ortaya koyan bir çok araştırma olduğu görülmektedir (Ritz vd., 2014;Walker vd., 1998;Webster-Stratton, Reid ve Hammond, 2004).…”