PERCEPTIONS AND STRATEGIES OF EARLY CHILDHOOD TEACHERS IN DEALING WITH PHYSICAL AGGRESSIVE BEHAVIOURS AMONG CHILDREN IN THE BOLGATANGA MUNICIPALITY
DOI:
https://doi.org/10.47604/ijodl.1474Keywords:
Perceptions, Strategies, Early Childhood Teachers, Physical Aggression, BehaviorAbstract
Purpose: The purpose of this study is to investigate teacher perceptions and strategies in dealing with physical aggressive behaviours among children in early childhood centres in the Bolgatanga Municipality.
Methodology: A mixed-methods sequential exploratory design was chosen for this study. Data collection instruments included structured interview conducted for ten (10) headteachers from ten circuits and questionnaire for one hundred and twenty (120) for teachers, all purposively selected from sixty (60) early childhood centres.
Findings: The findings confirmed positive and supportive relationship between teacher and children and their families is essential for dealing with physically aggressive behaviours.
Unique contribution to Theory, Practice and Policy: The researcher recommended that there is the need to work collaboratively with school authorities and families of children to minimize the occurrence and impact of physically aggressive behaviours in their centers. The study would expand teachers' understanding of the complexities of physical aggression and how critical it is to use proactive strategies to successfully manage it. It would help policy makers to formulate policy guidelines to addressing physical aggressive behaviours in early childhood centres. The researcher hopes that it will contribute significant insights as to ways in which teachers can be equipped with the necessary knowledge and skills to deal with various outburst of physical aggression in ways that will yield positive outcomes. It will also contribute to the body of literature both locally and globally by offering awareness as to the strategies that can be used effectively in managing physical aggression among our preschoolers. The study was underpinned by the Social Learning Theory; the Constructivist model; the Behaviour Model, and, the Ecological Model.
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