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[www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 95-108  \nClassroom Management at Preschool Level: An Overview from Pre-Service Teachers’Perspectives  \nMehmet Koçyiğit  \nAsst. Prof. Dr., Afyon Kocatepe University, [mkocyigit@aku.edu.tr](mkocyigit@aku.edu.tr)  \nEray Eğmir  \nAsst. Prof. Dr., Afyon Kocatepe University, [eegmir@aku.edu.tr](eegmir@aku.edu.tr)  \nCahit Erdem  \nAsst. Prof. Dr., Afyon Kocatepe University, [cerdem@aku.edu.tr](cerdem@aku.edu.tr)  \nThis study set out to examine student misbehaviors confronted in preschool classrooms, intervention types to these misbehaviors, and the problematic areas that pre-service teachers experienced in preschool classroom management during teaching practice based on senior preservice preschool teachers’ observation and experiences during teaching practice course. To this end, in this case study, data were collected from six pre-service preschool teachers through a semi-structured form and weekly meetings. The data were analyzed through descriptive analysis. Some of the basic findings of the study indicate that: peer violence, bad language, not participating to activities and constant yelling/crying are the most prevalent misbehaviors at preschool level; relaxing/punishment corner, one-to-one talking/forcing to apology, and raising voice are the most frequent intervention types. The number of students and catering to children’s levels are the most frequent problems the pre-service teachers experience in teaching practice. The problems are related to intrinsic and extrinsic factors. The results are discussed with the literature and recommendations are made.  \nKeywords: classroom management, preschool education, student misbehaviors, pre-service teachers, teaching practice  \nINTRODUCTION  \nPreschool education is a period involving a critical span from the children’s birth to primary school in which their cognitive, affective and psychomotor development is fulfilled substantially (Bilir, 1993) . Children at this age perceive the external surroundings and realize that these surroundings have peculiar sets of rules. Within this period, children also learn about protecting themselves and their rights, sharing, expressing themselves and respecting others’ rights (Yavuzer, 2006) . Thanks to preschool education, children gain basic knowledge and skills that help them adapt to life. Due to these reasons mentioned, preschool period is an education level that needs to be practiced in a systematic way in the light of scientific principles (Akgün, Yarar & Dinçer, 2001) .  \nOne of the significant functions of preschool education is to prepare the children for the primary school and offer a supportive education setting for children coming from disadvantaged groups. Research proves that children who have attended preschool education have a higher level of readiness in the primary school level (Taba et al., 1999) . An effective education setting is extremely needed for the preschool education, which includes education and instruction practices in a highly critical span for  \nCitation: Koçyiğit, M., Eğmir, E., & Erdem, C. (2020) . Classroom Management at Preschool Level: An Overview from Pre-Service Teachers’ Perspectives, 5(2), 95-108. [https://doi.org/10.29333/aje.2020.528a](https://doi.org/10.29333/aje.2020.528a)  \n96 Classroom Management at Preschool Level: An Overview …  \nchildren, to result in sound outputs. In this sense, in preschool education, instructional activities need to be designed in accordance with children’s development, and education settings should be designed in a way that children have the opportunity to express themselves naturally through getting guidance (Özyürek, 2013) .  \nHerein, arrangement of learning environment and maintaining teacher-student interaction based on a set of principles are considered in the scope of classroom management. Classroom management is a systematic application process of","cbCaifY4zzx0rTnY","https://ap.wps.com/l/cbCaifY4zzx0rTnY","pdf",485969,14,"English","# Introduction\n## Classroom management in preschool education\n## Teacher roles and in-class rules\n## Intervening in student misbehaviors","[{\"question\":\"What misbehaviors were most prevalent in preschool classrooms according to the study?\",\"answer\":\"Peer violence, bad language, not participating in activities, and constant yelling/crying were identified as the most prevalent misbehaviors at the preschool level.\"},{\"question\":\"Which intervention types were used most frequently to address misbehaviors?\",\"answer\":\"Relaxing/punishment corner, one-to-one talking/forcing to apology, and raising voice were reported as the most frequent intervention types.\"},{\"question\":\"What problems did pre-service teachers experience during teaching practice?\",\"answer\":\"The study reports that the number of students and catering to children’s levels were the most frequent problems experienced during teaching practice, linked to both intrinsic and extrinsic factors.\"}]","Classroom Management at Preschool Level - An Overview from Pre-Service Teachers’ Perspectives | PDF",1792073120,35]