What Do Teachers Do When Preschoolers "Misbehave"? Family Matters.
Saved in:
| Title: | What Do Teachers Do When Preschoolers "Misbehave"? Family Matters. |
|---|---|
| Authors: | Zulauf-McCurdy, Courtney A.1,2 (AUTHOR) czulauf@uw.edu, Woodward, Diana3 (AUTHOR), Nazaire, Olivia R.4 (AUTHOR), Meltzoff, Andrew N.5 (AUTHOR) |
| Source: | Early Childhood Education Journal. Apr2025, Vol. 53 Issue 4, p1157-1169. 13p. |
| Subject Terms: | *Preschool teachers, *Child behavior, *Black children, *Educational equalization, *Teachers, *Preschool children, *Multi-tiered systems of supports |
| Abstract: | There are documented disparities in how preschool teachers perceive and respond to challenging behavior in the classroom. Teachers' decision-making processes when handling challenging behavior and how they include families in the process is an area that is notably under-researched. Using an experimental design, preschool teachers (N = 131; 93% Female; 27.5% Black) read a standardized vignette describing a child's challenging behavior. Teachers were randomly assigned to receive a vignette with the name and picture of a Black or White boy. Teachers listed the actions they would take in addressing the behavior and whether they would include families. Qualitative answers were coded using the validated Teaching Pyramid Observation Tool for Preschool Classrooms. Although the child's behavior was identical, teachers' responses greatly varied—some appropriate and others maladaptive according to published multi-tiered systems of support. Involving families in the process was often referenced as a separate step with teachers frequently placing the blame on families for the child's behavior. Variations in results by child race are also reported and discussed. Findings indicate that supporting preschool teachers in successfully implementing full tiered systems of support and finding meaningful ways to engage families in the process is critical. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 183749981 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: What Do Teachers Do When Preschoolers "Misbehave"? Family Matters. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zulauf-McCurdy%2C+Courtney+A%2E%22">Zulauf-McCurdy, Courtney A.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> czulauf@uw.edu</i><br /><searchLink fieldCode="AR" term="%22Woodward%2C+Diana%22">Woodward, Diana</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nazaire%2C+Olivia+R%2E%22">Nazaire, Olivia R.</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Meltzoff%2C+Andrew+N%2E%22">Meltzoff, Andrew N.</searchLink><relatesTo>5</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Apr2025, Vol. 53 Issue 4, p1157-1169. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+behavior%22">Child behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22Black+children%22">Black children</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br />*<searchLink fieldCode="DE" term="%22Multi-tiered+systems+of+supports%22">Multi-tiered systems of supports</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: There are documented disparities in how preschool teachers perceive and respond to challenging behavior in the classroom. Teachers' decision-making processes when handling challenging behavior and how they include families in the process is an area that is notably under-researched. Using an experimental design, preschool teachers (N = 131; 93% Female; 27.5% Black) read a standardized vignette describing a child's challenging behavior. Teachers were randomly assigned to receive a vignette with the name and picture of a Black or White boy. Teachers listed the actions they would take in addressing the behavior and whether they would include families. Qualitative answers were coded using the validated Teaching Pyramid Observation Tool for Preschool Classrooms. Although the child's behavior was identical, teachers' responses greatly varied—some appropriate and others maladaptive according to published multi-tiered systems of support. Involving families in the process was often referenced as a separate step with teachers frequently placing the blame on families for the child's behavior. Variations in results by child race are also reported and discussed. Findings indicate that supporting preschool teachers in successfully implementing full tiered systems of support and finding meaningful ways to engage families in the process is critical. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183749981 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-024-01668-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 1157 Subjects: – SubjectFull: Preschool teachers Type: general – SubjectFull: Child behavior Type: general – SubjectFull: Black children Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Teachers Type: general – SubjectFull: Preschool children Type: general – SubjectFull: Multi-tiered systems of supports Type: general Titles: – TitleFull: What Do Teachers Do When Preschoolers "Misbehave"? Family Matters. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zulauf-McCurdy, Courtney A. – PersonEntity: Name: NameFull: Woodward, Diana – PersonEntity: Name: NameFull: Nazaire, Olivia R. – PersonEntity: Name: NameFull: Meltzoff, Andrew N. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 53 – Type: issue Value: 4 Titles: – TitleFull: Early Childhood Education Journal Type: main |
| ResultId | 1 |
