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This paper reports findings from a larger mixed-methods study, using survey data from 111 Western Australian Kindergarten to Year 2 teachers.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is challenging behaviour in early years a major focus in this study?","Question",{"text":62,"@type":63},"The study addresses rising challenging behaviour among young children in Australian schools and its adverse effects on children’s academic, developmental, emotional, and social trajectories, as well as increased teacher stress.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What does the paper say about the role of child-teacher relationships?",{"text":67,"@type":63},"It notes that scholars have established child-teacher relationships as central to understanding and mitigating challenging behaviour, making teachers’ perceptions an essential lens.",{"name":69,"@type":60,"acceptedAnswer":70},"How were teacher perceptions examined?",{"text":71,"@type":63},"The findings are drawn from a larger mixed-methods study, with survey data from 111 Western Australian teachers of Kindergarten to Year 2, analyzed for contextual appraisal and related response 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(Kindergarten to Year 2): An  \nExploratory Analysis.  \nGillian Smith  \nKay Ayre  \nHelen Egeberg  \nEdith Cowan University  \nAbstract: An upward national trend in challenging behaviour  \namongst young children in Australian schools has prompted widespread concern and garnered frequent media scrutiny. Scholars have established that child-teacher relationships are central to  \nunderstanding and mitigating challenging behaviour; however,  \nexploration of teacher perceptions ofchildren's challenging  \nbehaviour in the early years has been scant. This paper reports on  \nfindings drawn from a larger mixed-methods study of how teachers  \nperceive, and respond to, young children’s challenging behaviour.  \nSurvey data from 111 Western Australian teachers of Kindergarten to Year 2 showed that challenging behaviour is appraised contextually, and relational pedagogy is valued. The analysis revealed that teacher responses are affected by the complexity and frequency of challenging behaviours, teacher stress, inadequate support, and resource constraints. This paper highlights that teacher perceptions ofyoung children’s challenging behaviour offer a vital and unique lens  \nthrough which to better understand and respond to challenging  \nbehaviour.  \nIntroduction  \nIn Australia, widespread concern and frequent media scrutiny dominate the discourse around children's rising, challenging behaviour in schools. This trend, prevalent across the years of schooling, notably extends to young children in the early years of schooling. The adverse effects of challenging behaviour are extensively documented, impacting not only children's current and future academic, developmental, emotional, and social trajectories, but also contributing significantly to teacher stress. If supportive and strategic interventions to address this problem are not found, then children may suffer negative impacts such as lack of social and emotional adjustment, decreased engagement and academic achievement across their years of schooling (Doumen et al., 2012; Hughes et al., 2014; Pianta & Stuhlman, 2004; Pianta et al., 1995; Silva et al., 2011) . Furthermore, teachers may also suffer negative impacts such as increased stress, potential burnout, and early exit from the teaching profession (Herman et al., 2020; Newberry & Allsop, 2017; Oberle & Schonert-Reichl, 2016; Stasio et al., 2017) .  \nThe critical importance of early childhood is universally acknowledged as a pivotal period for early intervention. Despite this and the well-established understanding that positive child – teacher relationships are foundational in addressing challenging behaviour, scholarly exploration of early childhood teachers’(ECTs) perceptions of young children’s challenging  \nbehaviour is limited. This paper suggests that an effective approach to addressing young children’s challenging behaviour necessitates a consideration of the nuanced and contextual perceptions of ECTs. The way that ECTs think about and respond to challenging behaviour provides an essential lens through which the complexities of young children’s challenging behaviours can be more thoroughly and appropriately addressed. Therefore, the aim of this study is to explore ECTs’ perceptions of young children’s challenging behaviour, with the intention of making a substantive contribution to the academic literature.  \nLiterature Review  \nYoung Children’s Challenging Behaviour in the Early Years of School  \nYoung children’s challenging behaviour is a prevalent and perplexing issue which can impact how schools function. International studies have estimated that approximately 10% to 20% of children in the early years display high impulsivity, hyperactivity, oppositionality and aggression at school (Carter et al., 2014; Gilliam et al., 2018) . This pattern is mirrored in Australian schools, where a comparable prevalence of challenging b","cbCaifYwxIrg7MEH","https://ap.wps.com/l/cbCaifYwxIrg7MEH","pdf",293593,18,"English","# Abstract\n# Introduction\n# Literature Review\n## Young Children’s Challenging Behaviour in the Early Years of School","[{\"question\":\"Why is challenging behaviour in early years a major focus in this study?\",\"answer\":\"The study addresses rising challenging behaviour among young children in Australian schools and its adverse effects on children’s academic, developmental, emotional, and social trajectories, as well as increased teacher stress.\"},{\"question\":\"What does the paper say about the role of child-teacher relationships?\",\"answer\":\"It notes that scholars have established child-teacher relationships as central to understanding and mitigating challenging behaviour, making teachers’ perceptions an essential lens.\"},{\"question\":\"How were teacher perceptions examined?\",\"answer\":\"The findings are drawn from a larger mixed-methods study, with survey data from 111 Western Australian teachers of Kindergarten to Year 2, analyzed for contextual appraisal and related response factors.\"}]","Investigating Western Australian Teacher Perceptions of Young Children’s Challenging Behaviour in the Early Years - An Exploratory Analysis | PDF",1792078848,45]