Exploring the Causes of Emotional Disturbance Among Early Childhood Learners
DOI:
https://doi.org/10.30971/jecce.v9i2.3241Keywords:
Emotional Disturbance, Prevalence Rate, Behavioral Patterns, Causes, Early Childhood EducationAbstract
The study examines the prevalence and etiology of emotional disturbance in early childhood learners. The main targets were to identify the emotionally disturbed learners and to investigate the root causes of emotional disturbances in early education. For this purpose, a mixed-method explanatory research design was used. The study was performed in Govt. Middle Model High School Gujrat where all early-grade students formed the sample. The tool was prepared under the guidance of the research supervisor to gather relevant data structured interviews with parents of detected students to find possible reasons. Results showed that a majority of students were emotionally stable, while few were emotionally disturbed. Patterns among emotionally disturbed students included moderate restlessness, withdrawal from activities, a lack of concentration, aggressive behavior, refusal to cooperate, manipulative behaviors, and poor social interaction. Disruptive behavior was the most significant issue. The causes of emotional disturbance were multifactorial, ranging from genetic, biological factors, family instability, environmental factors, and parenting styles. On the basis of these findings, it is suggested that teachers and parents should be informed of the emotional and behavioral needs of early childhood. Strategies for early diagnosis and management of emotional disturbances should be included in teacher training courses. Schools should also organize seminars and awareness sessions to enhance emotional well-being and development in early grade students.
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