Determination of preschool teachers views about problem behaviors of children in their classroom

The problem behaviors observed in preschool children affect the child himself, his family, friends, teacher and the classroom climate. In the classroom environment, it is necessary for teachers to analyze behavior correctly and to present effective strategies at the point of intervention with problem behaviors. Therefore the knowledge, experience and understanding of teachers about problem behaviors are vitally important. Accordingly, this research was conducted to determine the opinions of preschool teachers about problem behaviors. Basic qualitative research design which is a qualitative research approaches was employed in this study. Participants were 12 preschool teachers working in kindergartens and preschool. Data were obtained through personal information form and semi-structured interviews. As a result of the research, it was revealed that the teachers reported the externalizing behavioral problems more than the internalizing problem behaviors, teachers reported problems behaviors that were not considered as problem behaviors in the literature and determined problem behaviors through observation. Teachers also addressed the reason of problem behaviors those were caused by children, family and school. Based on the opinions of the teachers, it has been revealed that problem behaviors occur most often in the time for play in learning centers and at the time of the activity, and teachers use strategies such as setting up rules and designing the educational environment to prevent problem behaviors. It has been found that teachers use strategies such as communicating with children, collaborating, rewarding and punishment to cope with problem behaviors.