When we think of the child’s problem behavior on the basis of the aged normative behavior, the behavior that is abnormal and out of the standard, it is defined that parents and teachers suffer from the difficulty to guide and teach their child. And if the problem for she or he is not intervened or c...
When we think of the child’s problem behavior on the basis of the aged normative behavior, the behavior that is abnormal and out of the standard, it is defined that parents and teachers suffer from the difficulty to guide and teach their child. And if the problem for she or he is not intervened or cured in a suitable time, it will be lasted until the school age, and can be easy to cause juvenile delinquency and even the personality formation of adult. The teacher’s strategy on behavioral intervention can reduce the child’s problem behavior. Also it can change general atmosphere around the child. Even the strategy can prevent the problem behavior, and even it can raise the child’s quality of life. Before the effective interventional strategy on the child’s problem behavior is applied to the child, you need to figure out on the strategy well. Otherwise the child’s problem behavior will not be reduced. It is important that we notice the teacher’s perception before any strategy in an educational spot So, this study is on the preschool teacher’s awareness on the interventional strategy on the problem behavior. The objects of this research are teachers who are working at private kindergartens, public kindergartens, private care centers and home care centers. 136 questionnaires of 150 were used except 14 questionnaires which were uncertain. The following is the results from the study with the questionnaires on the interventional strategy on the problem behavior. First, the behaviors that teachers experience the most on the problem behavior are ‘distraction’ and ‘impulsion’, and the most difficult behaviors to intervene are offensive, destructive and violent speeches and behaviors. Second, teachers’ knowledge and awareness on intervention strategy of the problem behavior have scores which are more than average, and the degree of practice is lower than awareness of importance. Third, general preschool teachers think that family’s participation is the most important and that negative teaching method like punishment and timeout got the lowest score on the importance of intervention strategy on the problem behavior. Fourth, the difference of background variables are not relevant on awareness of importance and the degree of practice of intervention strategy on the problem behavior, but most of teachers’ awareness of importance on intervention strategy of the problem behavior is quite high than the average. I would like to suggest some based on the results. We need to study for awareness on intervention strategy of the problem behavior with more various areas and objects. Also, the study related to various personal variables and environmental factors to understand general preschool teachers’ difference by background variables is needed. Moreover, we need to study the preventive and positive strategy to reduce children’s problem behaviors actually.
When we think of the child’s problem behavior on the basis of the aged normative behavior, the behavior that is abnormal and out of the standard, it is defined that parents and teachers suffer from the difficulty to guide and teach their child. And if the problem for she or he is not intervened or cured in a suitable time, it will be lasted until the school age, and can be easy to cause juvenile delinquency and even the personality formation of adult. The teacher’s strategy on behavioral intervention can reduce the child’s problem behavior. Also it can change general atmosphere around the child. Even the strategy can prevent the problem behavior, and even it can raise the child’s quality of life. Before the effective interventional strategy on the child’s problem behavior is applied to the child, you need to figure out on the strategy well. Otherwise the child’s problem behavior will not be reduced. It is important that we notice the teacher’s perception before any strategy in an educational spot So, this study is on the preschool teacher’s awareness on the interventional strategy on the problem behavior. The objects of this research are teachers who are working at private kindergartens, public kindergartens, private care centers and home care centers. 136 questionnaires of 150 were used except 14 questionnaires which were uncertain. The following is the results from the study with the questionnaires on the interventional strategy on the problem behavior. First, the behaviors that teachers experience the most on the problem behavior are ‘distraction’ and ‘impulsion’, and the most difficult behaviors to intervene are offensive, destructive and violent speeches and behaviors. Second, teachers’ knowledge and awareness on intervention strategy of the problem behavior have scores which are more than average, and the degree of practice is lower than awareness of importance. Third, general preschool teachers think that family’s participation is the most important and that negative teaching method like punishment and timeout got the lowest score on the importance of intervention strategy on the problem behavior. Fourth, the difference of background variables are not relevant on awareness of importance and the degree of practice of intervention strategy on the problem behavior, but most of teachers’ awareness of importance on intervention strategy of the problem behavior is quite high than the average. I would like to suggest some based on the results. We need to study for awareness on intervention strategy of the problem behavior with more various areas and objects. Also, the study related to various personal variables and environmental factors to understand general preschool teachers’ difference by background variables is needed. Moreover, we need to study the preventive and positive strategy to reduce children’s problem behaviors actually.
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