The challenges of challenging behaviour: early childhood educators’ understandings of child behaviour and impact on occupational wellbeing

Abstract

Challenging child behaviours can disrupt teaching effectiveness in early childhood education and care (ECEC) settings, limiting the learning of the child exhibiting these behaviours and those of classmates. Challenging behaviours are also stressful for educators. We examine early childhood educator’s interpretations of children’s challenging behaviours and how these are associated with their occupational wellbeing. Analysing data from a national sample of Australian educators (N = 1291) we find those most likely to experience challenges are younger and less experienced. Applying attribution theory to code educator’s qualitative descriptions of challenging behaviour (N = 132), we find most (83%) see challenging behaviour as having a cause outside their professional responsibility, nearly half (42%) believed the problem was changeable, but few (12%) saw such change as within their control. Findings also indicated that behavioural policies determined at an organisational level were associated with low perceived control. We conclude there are three important actions required to support educators encountering behaviours that challenge: (1) targeting of supports for new entrants to ECEC, (2) increased focus on behavioural challenges in initial- and in-service teacher training, and (3) development of evidence-based resources targeted to specific presenting problems, rather than generalised organisationally determined behaviour management policies.