Browsing by Author "Montonen, Vilma"

The aim of this study is to generate more knowledge and awareness, on how kindergarten teachers can prevent children with challenging behavior from being stigmatized in peer groups. Challenging behavior is defined based on theoretical information of studies relating to children with self-regulation issues. Studies show that self-regulatory issues can cause challenging behavior in kindergarten. This may cause rejection from the other members in their peer group. A child can be stigmatized in their peer group, because of their abnormal behavior. This study aims to find tangible ways in which a teacher can prevent stigmatization due to self-regulatory issues that manifest in challenging behavior. The second study is intended to create awareness on how the role of the kindergarten teacher is present in preventing stigmatization. The study was conducted using qualitative research methods and the methodological premise was phenomenological. The data was gathered by three theme interviews with kindergarten teachers from the Helsinki region. The interviews were transcribed, and the material was analyzed using a qualitative content analysis. The results of the study revealed that the teachers interviewed for the study, felt that the role of the teacher has a significant role in the stigmatization and the prevention of children. The importance of safe interaction between an adult and a child with challenging behavior was prevalent in the interview answers. The kindergarten teachers emphasized the importance of identifying the strengths of a child and using them in daily activities in order to prevent stigmatization. Open discussion among the children, was also seen as a way to reduce stigmatization. It was also deemed important to have consistent ways of operating. A significant factor in the prevention of stigmatization was the acknowledgment of the problem from the teachers. Thorough planning was also seen as a way to prevent the stigmatization of children with challenging behavior.