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ERIC Number: EJ850059
Record Type: Journal
Publication Date: 2009
Pages: 23
Abstractor: As Provided
Reference Count: 71
ISSN: ISSN-1053-8151
Contributing Factors to South Korean Early Childhood Educators' Strategies for Addressing Children's Challenging Behaviors
Kim, Yeon Ha; Stormont, Melissa; Espinosa, Linda
Journal of Early Intervention, v31 n3 p227-249 2009
Early childhood educators should be prepared to intervene when children demonstrate challenging behaviors. Researchers have reported many factors that may influence teachers' behavior management strategies. The primary purpose of this study was to investigate the relationships among specific program, teacher, and child factors and teachers' strategies for addressing young children's challenging behaviors. The second purpose of this study was to determine if the factors identified by researchers with young children and their teachers in the United States extends to teachers and young children in South Korea. The participants in this study included a sample of 236 preschool and child care center teachers serving children in South Korea. To measure teachers' reported strategies for addressing challenging behaviors, we developed the Teacher Strategy Questionnaire (TSQ). Findings from this study indicated that program, teacher, and child factors contributed to teachers' strategies for addressing challenging behaviors. Specifically, teachers' beliefs regarding developmentally appropriate practices, center level support, and severity of children's challenging behaviors were associated with reported strategies for addressing problem behaviors. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea