Percepciones de las docentes sobre conductas disruptivas en educación inicial

Abstract

This monograph, entitled Teachers' perceptions of disruptive behaviors in early childhood education, addresses a topic on which there is little information at the early childhood level. For this reason, it is important to know the meaning, causes and types of disruptive behaviors, in order to avoid confusion in the face of temporary attitudes that children may present and that alter the teaching-learning process. Based on this, the objective of the research is to understand the perceptions that teachers have about disruptive behaviors in early childhood education. The approach is qualitative with an exploratory-descriptive scope. For the theoretical foundation, a bibliographic research was carried out in different sources; and semi-structured interviews were used to collect the information. After informed consent, we talked with six educators from the nursery, kindergarten I and II levels of different educational centers in Cuenca city, to know their perceptions on this topic. After completing the transcription of the information, we proceeded to analyze what we found. It is concluded that teachers need constant training to resolve in a timely manner, the behaviors that emerge unexpectedly during the teaching and learning process. Another conclusion that is emphasized is the importance of the joint work of the educators with the SCD (Student Counseling Department) and the family, for the purpose of reduce these behaviors in the classroom.