Conference Papers

Behavioural Problems in Preschool children from Teachers’ perspectives in Saudi Arabia

A real code of practice or policy on behaviour problems (BP) is not available yet in Saudi. This may be
due to confusion and a lack of clear understanding about BP in preschool children (PC) in this country. This study is based on Western literature to obtain a definition of BP that is consistent with Saudi culture. Theoretically, Vygosky’s (1978, 1986) socio-cultural theory is the basis of this research. It suggests that behaviour and family life are social constructions. Thus, behaviour is constructed through culture and should be viewed in the child’s social and cultural environment.

The aims of the research
This study aims to investigate early childhood teachers’ perceptions of what they perceive as behavioural problems
Methodology

Mixed methods are used in this study. This includes employ post positivist and interpretative paradigms. Ethical approval has been obtained from the Ethics Committee at the university. An interviews with teachers has been conducted.

Results
Although the research is in progress, the results of the focus group confirm that there is no policy
or code of practice for teachers to follow to deal with BP. Moreover, there is miscommunication between parents and teachers and a lack of clear understanding of the meaning of BP.

Conclusions
There is a real need to develop a code of practice to deal with BP, and this should be based on a definition of BP that is suitable for a Saudi context

Alghufali, B. (2015) 'Behavioural Problems in Preschool children from Teachers’ perspectives in Saudi Arabia', paper presented to The 11th Annual Conference of the British Education Studies Association (BESA), 25–26 June, viewed 17 January 2020, <https://educationstudies.org.uk/?p=7055>