Preschool Educators' Views and Attitudes Regarding the Management of Aggressive Behaviour of Children
DOI:
https://doi.org/10.57125/FED.2025.03.25.09Keywords:
preschool education, aggressive behaviour, classroom management, intervention strategies, gender differencesAbstract
The research investigates aggressive behaviour in early childhood, explicitly analysing preschool educators' perspectives and attitudes regarding its prevention and intervention. The objectives were: a) To critically review and state the perspectives of early childhood educators on what constitutes the root causes of aggressive behaviour, b) to determine how the current intervention strategies implemented by educators are perceived to be effective in preventing and managing aggressive behaviour and c) to identify and analyse problems educators face when implementing intervention strategies planned to reduce aggressive behaviour in their classrooms. This study used a qualitative approach, based on semi-structured interviews with twenty experienced preschool educators in Greece, to examine attitudes toward aggressive behaviour while considering ethical issues and obtaining informed consent. The study identified crucial forms of aggressive behaviour, with a focus on physical aggression, and analysed various contributing factors, including technological influences, family dynamics, and the individual experiences of children. Educators widely agreed on the essential need to establish classroom rules to mitigate aggressive incidents. Nevertheless, they faced significant challenges in involving parents and nurturing positive relationships with children exhibiting disruptive behaviours. These findings highlight the complexity of intervention strategies in education, thereby revealing a multifaceted landscape that requires attention. This study is critical not only for its empirical contributions but also for highlighting the intricate interplay of factors that affect aggression, and it offers concrete strategies for educators. This foundational study calls for expanded and diverse sampling to increase generalizability and effectiveness in addressing aggressive behaviours in early childhood education.
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