Early Childhood Education Teachers' Strategies Use in Order to Prevent Aggressive Behaviors in Classes: The Case of Turkey

Y

10

Early Childhood Education; Preschool Teachers; Aggression; Foreign Countries; Elementary School Teachers; Socioeconomic Status; Preschool Education; Behavior Problems; Bullying; Classroom Techniques; Conflict Resolution; Comparative Analysis; Questionnaires; Student Behavior; Prevention

2332-3205

The aim of this research is to investigate the aggression types observed in class environment in preschool and primary schools and the strategies that teachers use in order to prevent aggressive behaviors in classes by variables like gender, seniority and socioeconomic level. 118 preschool teachers and 176 primary school teachers, a total of 294 teachers are involved in the research. A questionnaire prepared by the researcher was used in the study. Teachers stated that physical aggression is more common in preschool classes while verbal aggression is more common in primary school classes. In a comparison of schools' socioeconomic status, teachers working at schools with low, average and medium socioeconomic status stated that verbal aggression is the most common type of aggression in their classes. Upon examining strategies used as timely intervention means against aggression in classroom, it was determined that both preschool teachers in preschool education institutions and class teachers working at primary schools almost always use the methods such as "Encouraging mutual apology, reconciling, peacemaking", "Dialogue" and "Encouraging to place oneself in someone else's position", in other words empathizing. It can be said that teachers generally use positive conflict resolution methods in order to prevent aggression.

As Provided

30

2017

EJ1147545