How Preschool Teachers Handle Problem Situations

Discussing Some Indicators of Emotional Issues

Derya Asi, Damla Aydin, Sakire Ocak Karabay

Research output: Contribution to journalArticle

Abstract

Teachers usually interact with their students in various ways including instruction. If there is a conflict occurs between child and teacher, teachers may have the tendency to use several strategies to regulate this position. Teachers who may not know or not have adequate skills how to handle problems or problem behaviors of children within classroom may lead children to experience various forms of emotional maltreatment. In this study, we focused on emotional maltreatment reported by teachers when they encounter problem behaviors of their students or conflicts within the classroom. It was a qualitative study with 91 female preschool teachers from ten schools. We prepared four semi structured questions to ask about typical problem situations they might encounter within their classes. Teachers were supposed to answer questions based on their experiences and/or opinions concerning how they would handle those kinds of situations. They mostly repeated deprivation which means removing materials/resources that make child feeling comfortable, threatening to remove materials/resources from the physical environment, not being sensitive enough to the needs of child, embarrassing child in front of others, ignoring child who has problem by leaving on his/her own. Results were discussed based on teachers’ role within interactions in a classroom context to affect their emotions, thinking styles, well-being and involvement in classroom activities.

Original languageEnglish
Pages (from-to)126-135
Number of pages10
JournalJournal of the European Teacher Education Network
Volume13
Publication statusPublished - 2018

Fingerprint

teacher
classroom
maltreatment
teacher's role
deprivation
resources
experience
emotion
student
well-being
instruction
interaction
school

Keywords

  • Teacher-child interactions
  • classroom management
  • emotional maltreatment
  • preschoolers

Cite this

Asi, D., Aydin, D., & Ocak Karabay, S. (2018). How Preschool Teachers Handle Problem Situations: Discussing Some Indicators of Emotional Issues. Journal of the European Teacher Education Network, 13, 126-135.
Asi, Derya ; Aydin, Damla ; Ocak Karabay, Sakire. / How Preschool Teachers Handle Problem Situations : Discussing Some Indicators of Emotional Issues. In: Journal of the European Teacher Education Network. 2018 ; Vol. 13. pp. 126-135.
@article{139fae11332b4400a9dda12e6594e4ab,
title = "How Preschool Teachers Handle Problem Situations: Discussing Some Indicators of Emotional Issues",
abstract = "Teachers usually interact with their students in various ways including instruction. If there is a conflict occurs between child and teacher, teachers may have the tendency to use several strategies to regulate this position. Teachers who may not know or not have adequate skills how to handle problems or problem behaviors of children within classroom may lead children to experience various forms of emotional maltreatment. In this study, we focused on emotional maltreatment reported by teachers when they encounter problem behaviors of their students or conflicts within the classroom. It was a qualitative study with 91 female preschool teachers from ten schools. We prepared four semi structured questions to ask about typical problem situations they might encounter within their classes. Teachers were supposed to answer questions based on their experiences and/or opinions concerning how they would handle those kinds of situations. They mostly repeated deprivation which means removing materials/resources that make child feeling comfortable, threatening to remove materials/resources from the physical environment, not being sensitive enough to the needs of child, embarrassing child in front of others, ignoring child who has problem by leaving on his/her own. Results were discussed based on teachers’ role within interactions in a classroom context to affect their emotions, thinking styles, well-being and involvement in classroom activities.",
keywords = "Teacher-child interactions, classroom management, emotional maltreatment, preschoolers",
author = "Derya Asi and Damla Aydin and {Ocak Karabay}, Sakire",
year = "2018",
language = "English",
volume = "13",
pages = "126--135",

}

Asi, D, Aydin, D & Ocak Karabay, S 2018, 'How Preschool Teachers Handle Problem Situations: Discussing Some Indicators of Emotional Issues', Journal of the European Teacher Education Network, vol. 13, pp. 126-135.

How Preschool Teachers Handle Problem Situations : Discussing Some Indicators of Emotional Issues. / Asi, Derya; Aydin, Damla; Ocak Karabay, Sakire.

In: Journal of the European Teacher Education Network, Vol. 13, 2018, p. 126-135.

Research output: Contribution to journalArticle

TY - JOUR

T1 - How Preschool Teachers Handle Problem Situations

T2 - Discussing Some Indicators of Emotional Issues

AU - Asi, Derya

AU - Aydin, Damla

AU - Ocak Karabay, Sakire

PY - 2018

Y1 - 2018

N2 - Teachers usually interact with their students in various ways including instruction. If there is a conflict occurs between child and teacher, teachers may have the tendency to use several strategies to regulate this position. Teachers who may not know or not have adequate skills how to handle problems or problem behaviors of children within classroom may lead children to experience various forms of emotional maltreatment. In this study, we focused on emotional maltreatment reported by teachers when they encounter problem behaviors of their students or conflicts within the classroom. It was a qualitative study with 91 female preschool teachers from ten schools. We prepared four semi structured questions to ask about typical problem situations they might encounter within their classes. Teachers were supposed to answer questions based on their experiences and/or opinions concerning how they would handle those kinds of situations. They mostly repeated deprivation which means removing materials/resources that make child feeling comfortable, threatening to remove materials/resources from the physical environment, not being sensitive enough to the needs of child, embarrassing child in front of others, ignoring child who has problem by leaving on his/her own. Results were discussed based on teachers’ role within interactions in a classroom context to affect their emotions, thinking styles, well-being and involvement in classroom activities.

AB - Teachers usually interact with their students in various ways including instruction. If there is a conflict occurs between child and teacher, teachers may have the tendency to use several strategies to regulate this position. Teachers who may not know or not have adequate skills how to handle problems or problem behaviors of children within classroom may lead children to experience various forms of emotional maltreatment. In this study, we focused on emotional maltreatment reported by teachers when they encounter problem behaviors of their students or conflicts within the classroom. It was a qualitative study with 91 female preschool teachers from ten schools. We prepared four semi structured questions to ask about typical problem situations they might encounter within their classes. Teachers were supposed to answer questions based on their experiences and/or opinions concerning how they would handle those kinds of situations. They mostly repeated deprivation which means removing materials/resources that make child feeling comfortable, threatening to remove materials/resources from the physical environment, not being sensitive enough to the needs of child, embarrassing child in front of others, ignoring child who has problem by leaving on his/her own. Results were discussed based on teachers’ role within interactions in a classroom context to affect their emotions, thinking styles, well-being and involvement in classroom activities.

KW - Teacher-child interactions

KW - classroom management

KW - emotional maltreatment

KW - preschoolers

M3 - Article

VL - 13

SP - 126

EP - 135

ER -

Asi D, Aydin D, Ocak Karabay S. How Preschool Teachers Handle Problem Situations: Discussing Some Indicators of Emotional Issues. Journal of the European Teacher Education Network. 2018;13:126-135.