Behavior problems in child care classrooms: Insights from child care teachers

Abstract

The present qualitative study examines the insights of child care teachers regarding behavior problems of young children in their classrooms. The number of children being suspended or expelled from child care programs has risen significantly over the last 10 years in the United States. Therefore, the purpose of the current investigation is to gain a clearer understanding of child care teachers’ views on behavior problems to discover what they believe are some of the most common factors that contribute to behavior problems in their classrooms. Interviews for the study were conducted with nine child care teachers from five different child care programs. The findings suggest there is much work to be done to support teachers who are caring for young children in child care settings.

Keywords:

• Behavior problems
• child care
• early childhood
• preschool
• teacher perceptions

Additional information

Notes on contributors

Tracey K. Hoffman

Tracey K. Hoffman, Ed.D., is an assistant professor at Miami University. Her research interests include early intervention, quality child care, and nontraditional students in teacher preparation programs.

Katherine A. Kuvalanka

Katherine A. Kuvalanka, Ph.D., is an associate professor at Miami University. She is interested in factors—from the proximal (e.g., family, school) to the distal (e.g., legal climate)—that pose challenges to and foster resilience among individuals and families.