IntroductionAccording to Frede and Barnett (2007), Social behaviors are as a repeated patterns of behaviour that interfere with an individual’s learning or engagement in social interactions. For example, this may include the child’s lack of attention and non-compliance with instructions, verbal, and physical aggression towards others, self-harm, destructive behaviour, withdrawal, and so on previous research indicates a serious divergence in how Social behaviors are defined (Frede and Barnett, 2007). Over the years many researchers have looked at Social behaviors and identified several different types. One of the key issues that have emerged from the existing body of literature on the subject is that not all individuals perceive a behavioural problem in a similar manner.
For example, while an individual may consider a child’s behaviour as disruptive, another person may perceive it as being excited or playful. In order to tackle behavioural problems, it is essential that they be defined correctly so as to bring consistency in how they are perceived and hence addressed. Different streams of literature have been presented for the purpose of explaining in details and the challenges on behavioural problems.
While some authors have looked at the causes of behavioural problems, others have looked at the diagnosis and interventions. There are several sub streams within these themes as well. For example, the researchers looking at the causes of children’s Social behaviors have looked at familial factors (Cunningham and Thornton, 2006), socio-economic factors (Chowdry, 2010), gender (Cuningham, 2001), upbringing (Yekta, 2011), and cultural background and ethnicity (Isanski, 2009). Despite this extensive research on the subject, there remains some confusion over what is meant by “BH” especially in the context of preschool children.
Preschool children are still beginning to learn to interact with their social environment; hence, they do not have the necessary social skills. However, their behaviour and learning at the preschool stage has a significant bearing on their psychosocial development. It is thus essential to study Social behaviors in preschool children. Adults’ perceptions of children’s behaviour characteristics and thresholds for identifying these challenges influences the children’s development (Lambert et al. , 1992; Weisz et al. , 1988). This means that if the traits fall under the threshold of the parents and/or teachers, it will be ignored and may eventually develop into more problematic behaviour (Achenbach, 1991b, 1991c).
In other words, the extent to which we address these problems will depend on how we understand and embrace these BH depending on their acceptability in the society (Kashan et al. , 1987). Researchers (e. g., Yekta, 2011) are calling for attention to be paid to the developing of a consistent approach to the identification of Social behaviors at the preschool stage in order to minimise the development of social-psychological behavioural problems. This consistency can only be achieved by investigating individuals’ diverse perspectives about what constitutes a behavioural problem to be acceptable or unacceptable to the society.
Preschool children interact with two adult groups on a regular basis: parents and teachers. This means that the perspectives of these adults are critical for us to develop a common understanding of what constitutes Social behaviors (Achenbach, 1991b, 1991c). This research aims to identify parents’ and teachers’ perspectives on these regarding the socially accepted and unaccepted behaviors. .