Korean Journal of Child Studies (아동학회지)

Korean Association of Child Studies (한국아동학회)
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A Clustering Study of Young Children's Challenging Behaviors and Occurrence Rate through Age 2 to 5

연령 증가에 따른 영유아 문제행동 발생율 군집화 연구

  • Yoo, Soo Ok (Department of Early Childhood Special Education, Woosuk University)
  • 유수옥 (우석대학교 유아특수교육과)
  • Received : 2013.08.29
  • Accepted : 2013.12.17
  • Published : 2013.12.31
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Abstract

The purpose of this study was to examine changes in the rate of occurrence of challenging behaviors in young children according to their increase in age. The study is based on the responses of teachers in child care centers(N=246). They were asked which 38 types of challenging behavior occur most among ages 2, 3, 4, or 5 in young children's classrooms. The major results of this study were as follows. First, the occurrence rates of young children's challenging behaviors were classified into 5 clusters; decreased(Cluster 1, Cluster 2, Cluster 3), maintained(Cluster 4), or increased(Cluster 5) according to increases in their respective ages. Second, the behaviors such as throwing tantrums and biting, evident in Cluster 1, decreased very rapidly from a very high occurrence rate by age 3. The classroom culture maladjustment behaviors such as running aimlessly around the classroom and shouting, apparent in Cluster 2, had decreased rapidly from a high occurrence rate by age 4. The intentional classroom disruptive behaviors such as dropping objects to create noise and the peer culture maladjustment behaviors studied in Cluster 3 decreased gradually from a rate of medium occurrence by age 5. These results revealed the discontinuity which a few young children exhibit. Third, hurting others, observed in Cluster 4 maintained a low occurrence rate from age 2 until age 5. Using inappropriate language and threatening others in Cluster 5 increased gradually from a low occurrence at 2 to a high rate of occurrence at age 5. By carefully examining the change of young children's challenging behaviors on the basis of objective data in terms of the continuity/discontinuity and increased/decreased rate of diverse challenging behaviors, we will be better able help teachers and parents to plan the instruction, prevention and intervention of young children's challenging behaviors.

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