Preschool Teachers’ Perspectives on Aggressive Behaviors in Children: A Qualitative Study

Abstract

The main aim of this study was to qualitatively analyze preschool teachers’ opinions about the aggressive behaviors of children in the classroom. The phenomenology design, one of the qualitative research methods, was used in the study. 46 preschool teachers selected by the maximum diversity sampling method constituted the study group. The data of the study were collected using the semi-structured interview technique, and the data were analyzed using the descriptive analysis technique. According to the results of the study, preschool teachers generally described the aggressive behavior as “damaging friends,” mentioned that the type of aggression they mostly encountered in the classroom was “physical aggression” and stated that the most important factor affecting aggression in the preschool period was “parental attitudes.” Furthermore, preschool teachers indicated that aggressive behaviors generally emerged “during game activities,” that the communication of children exhibiting aggressive behaviors with their peers was usually negatively affected, and that they mostly used the “verbal warning” and “punishment” method to cope with aggressive behaviors in the classroom, however, they also emphasized that they felt inadequate in coping with aggressive behaviors. The activities that will allow children to express themselves and their feelings, to properly communicate with their surroundings and to get rid of their energy can be included in preschool education institutions. Teachers can be provided with applied in-service training seminars on how they can cope with aggressive behaviors and what kinds of effective methods they should use. Furthermore, it is also considered useful to organize information seminars on how parents should approach their children’s aggressive behaviors.