Common Disruptive Behaviors of Children at ECE Level: A Case Study from Public Schools
Abstract
This research article explores common disruptive behaviors of children at the Early Childhood Education (ECE) level. Through a systematic categorization of ten identified behaviors, the study examines their frequency and impact within educational settings. The behaviors are grouped into five main categories: Verbal Disruptions, Behavioral Disruptions, Attitudinal Disruptions, Destructive Actions, and Interference with Instruction. The analysis reveals that Offensive Talk is the most prevalent disruptive behavior, highlighting a significant issue that necessitates immediate attention. Other notable behaviors include Not Following Rules and Threatening, emphasizing the need for comprehensive strategies to address both verbal and behavioral disruptions. The study also identifies Lack of Interest as a critical attitudinal disruption, indicating widespread disengagement among students which could negatively impact educational outcomes. Despite their lower frequencies, behaviors such as Damages Property and Interrupts or Interferes During Instructions still pose significant challenges to the learning environment. Continuous monitoring and proactive interventions are recommended to prevent these behaviors from escalating. The findings underscore the importance of addressing Offensive Talk and Lack of Interest as priority areas. This research provides a foundation for future studies and interventions aimed at reducing disruptive behaviors.
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