The existing research suggests that demographic factors, teaching center variables, and relationships between students and teachers have an impact on children academic perception. Hogekamp et al., (2016) argues that there is a need for more research on the psychological effects that social inclusion and exclusion usually have on children thinking. This argument originates from the fact that the classroom and school setting creates different forms of interaction between students and teachers as well as child interaction with peers. In most cases, this interaction results in the formation of social groups which may have adverse effects on children thinking thus identifying the form of interaction between students and teachers. Jennings, (2015 also identifies the need for continued research on the connection between the quality of teachers and their relationship with children in class in the United States. Early childhood teachers have increasingly used research to ensure that there is a need for understanding mechanisms that need to be employed in understanding the effects of social and emotional competence of a teacher in identifying the psychological effects on the relationship between teachers and children as well as their effects on education.
Successful intervention mechanisms for implementing behavioral support for supporting challenges that students experience while in school requires research on all aspects that affect student behavior. Schindler et al., (2015) argues that there is a need for engaging in research with an objective of identifying the best mechanisms for improving Early Childhood Education Program. Effectiveness of this policy originates from the fact that there is a need for creating successful mechanisms that should be applied in addressing behavioral challenges facing a majority of young children in a school setting. Early childhood Development has positive impacts on the development of social improvement on the external behavioral challenges facing the challenges associated with children. The information identified by the above authors connects to the need for identifying psychological characteristics that define the interaction of teachers and students and in turn, affect the quality of learning opportunities. Understanding this connection will identify specific structural behavior support strategies for teachers to improve education among children.
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Information from the above scholars identifies that there is a need for identifying mechanisms for addressing the challenges experienced by children in the early childhood development programs. This study fills the gap identified by Schindler et al., (2015), Shonkoff (2015), and Jennings (2015) by using evidence-based research. The objective of this research is to ensure that there is an understanding of the mechanisms applicable in improving the protective nature of the interaction between teachers and young children thus improving behavioral experiences of young children with children. Challenging behavior in early childhood development is perceived to be any form of behavior that interferes with the learning progress for children. For instance, emotional response for teachers affects the effectiveness of children in achieving the desires for getting to school (Miller et al., 2017). In an attempt of addressing this gap, there will be the utilization of quantitative research approach to research on teachers’ perception regarding the effectiveness of the strategies for dealing with the emotional and behavioral issues facing young children. Data will be collected from early childhood education teachers who have experience of working in a preschool setting in the middle Atlantic setting (Rattanamasmongkol, 2016). Teachers mostly responsible for daily care in preschools will provide adequate information about the experience of intervention mechanisms for addressing emotional challenges associated with education for young children.
References
Hogekamp, Z., Blomster, J. K., Bursalıoğlu, A., Călin, M. C., Çetinçelik, M., Haastrup, L., & van den Berg, Y. H. (2016). Examining the importance of the teachers' emotional support for students' social inclusion using the one-with-many design. Frontiers in psychology, 7, 1014. doi: 10.3389/fpsyg.2016.01014. eCollection 2016.
Jennings, P. A., (2015). Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6(4), 732-743. https://doi.org/10.1007/s12671-014-0312-4
Miller, S., Smith-Bonahue, T., & Kemple, K. (2017). Preschool Teachers' Responses to Challenging Behavior: The Role of Organizational Climate in Referrals and Expulsions. International Research in Early Childhood Education, 8(1), 38-57. https://files.eric.ed.gov/fulltext/EJ1173675.pdf
Rattanamasmongkol, P. (2016). Factors Influencing Preschool Teachers' Perceptions of Behavior Support Strategies for Addressing Young Children's Emotional and Behavioral Problems (Doctoral dissertation, The George Washington University). Factors%20Influencing%20Preschool%20Teachers’%20Perceptions%20of%20Behavior%20Support%20Strategies.pdf
Schindler, H. S., Kholoptseva, J., Oh, S. S., Yoshikawa, H., Duncan, G. J., Magnuson, K. A., & Shonkoff, J. P. (2015). Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis. Journal of school psychology, 53(3), 243-263. https://doi.org/10.1016/j.jsp.2015.04.001
