Some Behavioral Problems Among Kindergarten Children and Their Relationship to Social Interaction from Teachers' Perspectives

Abstract

The study aimed to investigate the relationship between behavioral problems—represented by aggression and fear—and social interaction among kindergarten children, from the perspective of teachers in the Hay Al-Andalus municipality. The study sample consisted of (50) teachers from the kindergartens of (Al-Qadisiyah, Ishbiliya, Al-Andalus, and Al-Hurriya). To achieve the objectives of the study, the descriptive-analytical method was employed. A questionnaire measuring behavioral problems and social interaction was used as the study instrument. The results revealed that the most prominent behavioral problems faced by kindergarten children, as perceived by teachers, were fear and aggression. Fear ranked first, followed by aggression. The level of social interaction among kindergarten children was found to be high from the teachers’ perspective, with a mean score of (2.58) and a relative weight of (86%). The study also found that there was no statistically significant correlation between the overall degree of behavioral problems and social interaction among kindergarten children from the teachers’ perspective.