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Early Childhood Education Centre Director Perceptions of Challenging Behaviour: Promising Practices and Implications for Professional Development
Author(s) -
Garrity Sarah M.,
Longstreth Sascha L.,
Linder Lisa K.,
Salcedo Potter Nina
Publication year - 2019
Publication title -
children and society
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.538
H-Index - 58
eISSN - 1099-0860
pISSN - 0951-0605
DOI - 10.1111/chso.12306
Subject(s) - situated , warrant , early childhood , early childhood education , context (archaeology) , perception , professional development , best practice , psychology , quality (philosophy) , medical education , pedagogy , developmental psychology , public relations , medicine , political science , geography , philosophy , archaeology , epistemology , artificial intelligence , neuroscience , computer science , financial economics , law , economics
Given their key role in overall programme quality, it is critical to examine how early childhood programme centre directors in the United States perceive challenging behaviour. Participants completed a survey asking which behaviours they perceive to be most problematic, the number of children dismissed or expelled from the programme during the last year, and the most commonly used strategies for addressing challenging behaviours. Results point to several promising practices and highlight the variability in access to evidence‐based practices based on programme type. Areas that warrant more targeted professional development are discussed, and findings are situated within the larger early childhood context.