Author Identifier

Gillian Smith

http://orcid.org/0000-0003-1314-1841

Date of Award

2025

Document Type

Thesis

Publisher

Edith Cowan University

Degree Name

Master of Education

School

School of Education

First Supervisor

Kay Ayre

Second Supervisor

Helen Egeberg

Abstract

An upward national trend in challenging behaviour amongst young children in Australian schools has prompted widespread concern and garnered frequent media scrutiny. Scholars have established that child-teacher relationships are central to understanding and mitigating challenging behaviour; however, exploration of teacher perceptions of children’s challenging behaviour in the early years has been limited. This study aimed to address this gap by investigating how early childhood teachers perceive and respond to young children’s challenging behaviour in Western Australia’s Kindergarten to Year 2 settings. The research was grounded in Attachment Theory and Ecological Systems Theory, highlighting the relational and environmental factors influencing teacher perceptions and responses. Utilising a mixed-methods approach with a convergent parallel design, data were collected through an online survey from 111 early childhood teachers. Quantitative data were analysed using statistical techniques, while qualitative responses underwent thematic analysis. The findings indicate that early childhood teachers appraise challenging behaviour contextually, and that relational pedagogy is valued. Early childhood teachers expressed that their responses to young children’s challenging behaviour were shaped by the frequency and complexity of the behaviours, as well as by external factors such as stress, insufficient support, and limited resources. This study contributes to the understanding of young children’s challenging behaviour by offering insight into how early childhood teacher perceptions inform their responses. The findings suggest that supporting teachers in developing relational strategies and providing adequate resources to achieve this may be key to addressing the increasing prevalence of challenging behaviours in early childhood settings. The study offers a vital lens through which to view challenging behaviour, ultimately advocating for more comprehensive interventions that recognise the importance of the child-teacher relationship.

DOI

10.25958/5qs1-n923

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