Understanding preschool teachers' perceptions and intervention strategies for challenging behaviors in young children

This study aims to explore preschool teachers' perceptions of "naughty children," including their behavioral characteristics, attributed causes, and the educational strategies employed, in order to provide practical guidance for early childhood education.

A mixed-methods design was adopted. Initially, in-depth interviews were conducted with 200 early childhood educators to capture qualitative insights into behavioral characteristics, attributions, and intervention strategies. Based on these interviews, an item pool was generated and refined through expert review. An exploratory factor analysis (EFA) was first conducted to identify the underlying structure, followed by Confirmatory Factor Analysis (CFA) to validate the measurement model. A total of 200 teachers completed the final validated questionnaire. Qualitative data were analyzed using NVivo 12, while quantitative data were subjected to Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to examine the factor structure and interrelationships among behavioral characteristics, attributions, and educational strategies. Measurement invariance across teacher subgroups was also assessed.

Teachers predominantly perceived "naughty children" as displaying weak rule awareness, self-centeredness, and aggressive or destructive tendencies, while positive traits such as creativity and curiosity were less frequently observed. Family upbringing was identified as the most frequently reported attribution factor, although the proportion of responses indicating this factor remained relatively limited (10.5%), with environmental triggers and individual developmental characteristics contributing to a lesser extent. Educational strategies primarily involved on-site interventions and home-school collaboration. SEM results revealed that family-related attributions were significantly and positively associated with the reported use of both on-site interventions (β = 0.42, p < 0.001) and home-school collaboration (β = 0.31, p < 0.001). CFA confirmed a three-factor structure encompassing behavioral characteristics, attributions, and educational strategies, with acceptable model fit indices.

Preschool teachers' perceptions of "naughty children" are associated with common biases and a limited understanding of the multidimensional causes of challenging behavior. Effective management requires recognizing positive traits, adopting holistic and professional approaches, and strengthening teacher training on behavioral assessment and intervention strategies. Early identification and systematic support can enhance both children's development and teachers' professional competence.