Exploring Behavior Management Practices in Early Childhood Education Classrooms in Nepal

Abstract

Context: Early childhood education and development (ECED) is a basic foundation for human learning that plays a crucial role in shaping children's social and emotional behaviour. The ECED centres primarily focus on children's behaviour management to establish a child-friendly environment.

Purpose: This article explored children's behaviour management practices in ECED classrooms.

Methods: A phenomenological research design has been applied to this study. Purposively selected 5 teachers from Mahalaxmi municipality, Lalitpur, Nepal, with more than 3 years of teaching experience in ECED centres and a bachelor's degree, to explore their lived experiences in children's behaviour management. The schools were intervened by ECEC innovation in education, for teacher training and classroom management. The information was collected through in-depth interviews and classroom observations to explore the teachers' lived experiences.

Results: The study revealed that teachers relied on positive reinforcement, classroom rules, routine-based management, and child-centred approaches to regulate their behavior. Collaborative strategies such as teacher-child-centred communication and emotional support were found to be effective in minimizing disruptive behaviours. However, large class sizes, limited resources, and insufficient professional training constrained the implementation of best practices.  

Implication: The study highlights the importance of continuous professional development for ECED teachers and the integration of developmentally appropriate, positive behaviour management strategies that provide ECED teachers with insights into children's behaviour management. Strengthening institutional support and policy frameworks can enhance classroom practices and improve behavioral and learning outcomes for young children.