Abstract
Purpose. The purpose of this study was to determine what beliefs, knowledge, skills, and early childhood education teachers should acquire to effectively teach and work with children who exhibit challenging behaviors. A significant body of literature demonstrates a connection between behavioral difficulties for children and negative academic, social, and life outcomes (Cairns et al., 1998; Campbell, 1995; Chang, 2003; Feldman et al., 2000; Gerstein et al., 2011; Gilliam, 2005; Hagan-Burke et al., 2011; Hodgins et al., 2013; Juliano et al., 2006; Lipsey & Derzon, 1998; Miller-Lewis et al., 2006; Nagin & Tremblay, 1999; Tremblay et al., 2004; Xie et al., 2003). It was the aim of this study to determine what concepts could be taught to preservice teachers that would empower them to be successful with children who exhibit challenging behaviors, potentially changing that negative trajectory. Findings. Two categories of learning outcomes that teachers need to learn were identified: contributors to challenging behaviors and appropriate interventions. Contributors to behavior problems were identified as lack of healthy relationships, adverse childhood experiences, and toxic stress and the impact of brain and social development. The interventions that were identified were adult and child self-regulation skills; classroom management techniques were identified by both experts and practitioners as elements that teachers should learn during their preservice teacher preparation, and/or in-service training to be able to work effectively with children with challenging behaviors. Conclusions. Consensus was identified between the scholarly experts and the practitioners on the importance of understanding the role that healthy relationships and the understanding of brain and social development play in the amelioration and intervention of behavior problems. Recommendations. Teacher preparation programs need to provide their students with coursework that teaches the subject matter identified above. In-service trainings including the concepts and techniques listed above should be provided to assist teachers who struggle with children with challenging behaviors.