A Case Study on Behaviour Management Strategies Used by Early Childhood Education Teachers in a TASKA in Kuala Lumpur

Cheong, Min Re (2026) A Case Study on Behaviour Management Strategies Used by Early Childhood Education Teachers in a TASKA in Kuala Lumpur. Behaviour Management Strategies Used by Early Childhood Education Teachers. (Unpublished)

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Abstract

Behaviour management was key to safe, supportive and developmentally appropriate learning spaces in early childhood environments. However, limited research in Malaysia had explored how TASKA teachers made sense of their practice when responding to young children misbehaviour, especially in the practical contexts of classroom life. Guided by Authoritative Discipline Theory, which emphasises a balance between structure and emotional support, this qualitative case study explored the behaviour management strategies employed by early childhood educators, the factors influencing their decision-making and the perceived effectiveness of these strategies. Thematic analysis and systematic behavioural coding were applied to data collected via semi-structured interviews with five teachers from a purposively sampled TASKA in Kuala Lumpur and observations of classroom behaviour through non-participant observation. The results demonstrated that teachers used a combination of supportive, preventive and selective restrictive strategies, with great reliance on gentle guidance, including positive reinforcement, clear routines and relationship-building, while restrictive practices were used minimally and only in the interests of safety. Most teachers’ decisions were made in consideration of the developmental needs and desires of their children together with positive classroom dynamics, parental expectations and institutional constraints. These findings suggested that effective behaviour management in early childhood settings was not based on a single method, but on teachers’ ability to make flexible, context-sensitive decisions that balance emotional support with behavioural structure. In conclusion, behaviour management measures in Malaysian TASKA settings are predominantly characterised by supportive and preventive strategies with least emphasis placed on punitive approaches indicating a strong relationship-based supervision combined with developmentally appropriate practice and also serves as an important basis for improving future teacher training so as to promote more effective, reflective and responsive early childhood education practices.