The relationship between teacher responsiveness and the engagement of children with aggressive behavior in preschool : A systematic literature review from 2000-2016
The importance of aggressive behavior in preschool ages can be seen from the serious impact it has later in children's lives if a suitable change will not take place. the number of children with behavioral rpoblems in preschool are increasing with a great amount of teachers admitting that they...
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| Format: | Others |
| Language: | English |
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Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD
2016
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| Online Access: | http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30338 |
| Summary: | The importance of aggressive behavior in preschool ages can be seen from the serious impact it has later in children's lives if a suitable change will not take place. the number of children with behavioral rpoblems in preschool are increasing with a great amount of teachers admitting that they are insufficiently prepared to manage it. The aim of this systematic literature review is to examine the evidence of teacher responsiveness affecting child engagement, with specific focus on children from two to six years old of age who display aggressive behavior in a preschool environenment. Ten articles were included and the results were that children with aggressive behavior are unable to exhibit appropriate behaviors and have poor peer interactions which lead to low engagement. The closeness to the teacher can help them increase their engagement in combination with providing social-emotional support, positive classroom management and focus on the interests of the child. |
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