ABSTRACT One factor that put Jamaican children at risk is their exposure to everyday crisis which is defined as an existence where citizens are forced to live in harsh environments resulting from social issues including; crime, violence, economic depression, and social injustice. Guided by the findings which note children’s perspectives of schools as violent and aggressive largely caused by teachers’ dependence on harsh discipline, this study sought to examine teachers’ perceptions of the use of temperament-based approaches to classroom management. Coupled with this, it also sought to glean how teachers perceived children felt about using temperament-based approaches to solve conflict with each other. Using thematic analysis to extricate the findings generated from a focus group discussion comprised of early years teachers, findings highlight that though not wholly successful, teachers appreciate the use of an alternative approach to harsh discipline. Likewise, teachers also felt children benefited from its use when solving conflict with others. Teachers noted limited understanding of the individuality of children’s temperament fueled the use of harsh discipline. These findings have implications for teacher education and how teachers are prepared to deal with the realities of the Jamaican early childhood classroom.

中文翻译：

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使用基于气质的方法来协商牙买加幼儿课堂的危机地形

摘要 使牙买加儿童处于危险之中的一个因素是他们面临日常危机，这种危机被定义为公民被迫生活在因社会问题而导致的恶劣环境中的生活，包括：犯罪、暴力、经济萧条和社会不公。调查结果指出儿童对学校的看法是暴力和攻击性的，这主要是由于教师对严厉纪律的依赖造成的，本研究试图调查教师对使用基于气质的课堂管理方法的看法。除此之外，它还试图收集教师如何看待孩子们对使用基于气质的方法来解决彼此之间的冲突的看法。使用主题分析从由早期教师组成的焦点小组讨论中得出结果，调查结果强调，虽然不是完全成功，但教师们很欣赏使用另一种方法来应对严厉的纪律。同样，教师也认为儿童在解决与他人的冲突时受益于使用它。教师们指出，对儿童气质个性的有限理解助长了严厉纪律的使用。这些发现对教师教育以及教师如何准备好应对牙买加幼儿课堂的现实具有重要意义。