Guiding Growling Minds: Behavioral Management in Day Care Classroom

Abstract

This study explored the behavioral management practices employed by day care teachers in handling challenging behaviors among young children in San Fernando City, La Union. Using a qualitative phenomenological research design, the study captured the lived experiences of ten day care teachers through semi-structured interviews. Data were analyzed using Colaizzi’s seven-step thematic analysis to identify common challenges, strategies, and outcomes related to classroom behavior management. Findings revealed that the most common behavioral management challenges included emotional and behavioral dysregulation, attention-seeking behavior, and reduced participation among children. To address these challenges, teachers employed various strategies such as establishing routines, providing early reminders, engaging children through music, storytelling, and group play, modeling positive behavior, and applying fair and consistent discipline through positive reinforcement rather than punishment. The study further found that these strategies led to improved child discipline, including better self-control, increased compliance with classroom rules, and enhanced engagement in learning activities. However, results also highlighted the need for continuous strategy adjustment and ongoing professional training, particularly in managing children with special needs. The study concludes that effective behavioral management in day care classrooms is a dynamic and adaptive process that relies on positive teacher-child relationships, flexibility in strategy use, and continuous professional development. The findings provide valuable insights for educators, administrators, and policymakers in strengthening behavior management practices in early childhood education.