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1.
Susanne A. Denham Hideko H. Bassett Katherine Zinsser 《Early Childhood Education Journal》2012,40(3):137-143
Young children’s emotional competence—regulation of emotional expressiveness and experience when necessary, and knowledge
of their own and other’s emotions—is crucial for social and academic (i.e., school) success. Thus, it is important to understand
the mechanisms of how young children develop emotional competence. Both parents and teachers are considered as important socializers
of emotion, providing children experiences that promote or deter the development of emotional competence. However, compared
to parents, early childhood teachers’ roles in socializing young children’s emotional competence have not been examined. Based
on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher
roles in the development of young children’s emotional competence. Additionally, we suggest future research focusing on early
childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research. 相似文献
2.
Play in the Preschool Classroom: Its Socioemotional Significance and the Teacher’s Role in Play 总被引：2，自引：0，他引：2
Godwin S. Ashiabi 《Early Childhood Education Journal》2007,35(2):199-207
The goals of this paper were two-fold. The first goal was to examine the emotional and social developmental value of play
in the early childhood classroom. This issue is important because of the recent impetus for a more academic focus in early
childhood classrooms, and questions about the developmental benefits of play. The second goal was to examine and discuss the
role teachers could play in making play a developmental and educational experience. This is because understanding the significance
of play could make teachers less apprehensive about using play to promote learning and development, and enable them answer
questions regarding the value of play. Using these goals as a backdrop, this paper discussed views of children’s play; the
defining characteristics of emotional and social development; play and the socioemotional development of children; and the
role of early childhood teachers in children’s play. 相似文献
3.
Research over the past few decades has highlighted the importance of social and emotional competence in preschool children on later academic, social, and psychological outcomes. Children who are socially and emotionally competent have increased socialization opportunities with peers, develop more friends, have better relationships with their parents and teachers, and enjoy more academic and social successes. Children who lack social and emotional competence are at risk for reduced socialization opportunities, rejection, withdrawal, behavioral disturbance, and achievement problems. Intervention programs that target social–emotional development in preschool are ideally situated to bolster these skills before the problems exacerbate. In this paper, research on the importance of social and emotional competence in young children is reviewed as it relates to immediate and long‐term outcomes. Assessments of social and emotional development and behavioral adjustment are briefly reviewed, followed by a review of intervention programs with demonstrated empirical efficacy. Although preliminary evidence supports the utility of these intervention programs, additional research on short‐ and long‐term efficacy is recommended, and more programs designed specifically for early childhood are needed. © 2011 Wiley Periodicals, Inc. 相似文献
4.
Stephanie C. Sanders-Smith 《International Studies in Sociology of Education》2015,25(4):314-332
Using a Bernsteinian theoretical framework, this study compares two American early childhood centres, one with a primarily progressive pedagogy (Frank Lloyd Wright Family Centre) and one with a primarily traditional pedagogy (Casimir Pulaski Centre), in high-poverty Chicago neighbourhoods to examine the effects of different pedagogic practices on the development of academic and non-academic skills in young children as measured by pre- and post-testing and observations over five months. The collected data demonstrate that students at Wright experienced greater levels of academic development than students at Pulaski. Children at both sites showed development in literacy and social/emotional skills, but the children at Wright also show development in problem-solving and imagination – skills that aid in abstract thought. While further study is needed on a broader scale, results from this study suggest that early childhood programmes with more progressive elements have the potential to better prepare children for elementary school than programmes with more traditional elements. 相似文献
5.
Cynthia K. Buettner Lieny Jeon Eunhye Hur Rachel E. Garcia 《Early education and development》2016,27(7):1018-1039
Research Findings: Early care and education has pronounced implications for young children’s social-emotional learning. Although program structural and classroom process quality indicators have been widely explored, teachers’ personal social–emotional capacity has only recently been recognized as an indicator of quality. This study reviewed and identified indicators of teachers’ social-emotional capacity and established a two factor structure of psychological load and coping abilities. We also explored correlational associations between teachers’ social-emotional capacity and their professional commitment and responsiveness to children’s negative emotions. The sample consisted of 1,129 teachers in center-based child-care programs and public preschools in the US. We found that teachers’ psychological load (depression, stress and emotional exhaustion) was associated with teachers’ negative reactions to children and teachers’ professional commitment after controlling for a wide range of teacher/classroom characteristics. Conversely, teachers’ coping abilities (reappraisal emotion regulation and problem-focused coping strategies) were related to their positive reactions to children’s negative emotions. Practice or Policy: The findings suggest further studies to identify training and professional development program components that might address early childhood teachers’ psychological difficulties and coping strategies. Child-care programs may also need efforts that support teachers’ social–emotional capacity as a way to improve teachers’ responsiveness and professional commitment. 相似文献
6.
Susanne A. Denham David E. Ferrier Grace Z. Howarth Kristina J. Herndon Hideko H. Bassett 《Cambridge Journal of Education》2016,46(3):299-317
AbstractRecent years have witnessed a surge in evidence on preschoolers’ emotional development as crucial for both concurrent and later well-being and mental health, and for learning and academic success. Given the importance of building such strengths, assessing emotional competence skills is important to aid early childhood educators in focusing programming for individuals and classrooms. Based on these assertions, this article is structured as follows: (1) outline important issues regarding developmentally appropriate early childhood assessment, particularly of emotional competence; (2) discuss use of culturally relevant standards of attainment of such skills in assessing student progress; (3) define the skills of emotional competence; (4) describe a model leading from developmentally appropriate emotional competence skills to assessment and programming; (5) suggest some possible tools for schools to use in assessing emotional competence of young children; (6) give guidance for new measurement development, and (7) suggest needed policy and practice in this area. 相似文献
7.
No Child Misunderstood: Enhancing Early Childhood Teachers’ Multicultural Responsiveness to the Social Competence of Diverse Children 总被引：1，自引：0，他引：1
As a result of rapid demographic changes in our society, more children from diverse racial/cultural backgrounds join our early
childhood classrooms. The majority of early childhood teachers, on the other hand, are middle-class and of European-decent.
This paper provides early childhood teachers with both theoretical and practical understandings about multicultural responsiveness,
in order to understand and promote social competence of young children from diverse backgrounds. To accomplish this end, readers
will be guided to consider actual classroom based examples and questions throughout the paper. First, the concept of social
competence will be revisited from sociocultural perspectives. Next, we discuss advocacy for social competence of diverse children
through the main themes of multicultural awareness, knowledge, and skills. Finally, we recommend several strategies to support
teachers’ professional growth and development for multicultural responsiveness. 相似文献
8.
《Education 3-13》2012,40(1):37-53
ABSTRACTThis article focuses on the beliefs of primary school children aged 7–11 years in England concerning the impact of adult-led after-school extended provision (EP) on their development of non-cognitive skills (NCS). In responses to a questionnaire survey and focus group interviews, children were more positive than parents, teachers and school governors, believing EP enabled them to acquire numerous NCS, including most emotional intelligence competences, but excluding social skills related to locus of control. Findings support the argument that EP affording NCS development may enhance academic achievement, indicating that NCS development embedded in primary curricula may also benefit academic achievement. 相似文献
9.
Heejeong Sophia Han 《Early Childhood Education Journal》2014,42(3):171-179
There is a growing recognition that young children’s social competence is critical because it is positively associated with their school readiness and academic success. However, professional development (PD) opportunities for early childhood teachers to enhance their roles in promoting young children’s social competence are limited. In this article, five key components of best PD on social competence for early childhood teachers are recommended. These include (1) identifying PD content based on participants’ contextual needs; (2) sequencing PD aligned with the positive behavior support framework; (3) providing opportunities for participants to receive feedback on their implementation; (4) guiding participants to reflect on their own practices; and (5) embracing socio-cultural perspectives throughout the PD. 相似文献
10.
The period of early childhood sets the stage for how well children view themselves, each other, and their world. Shared positive emotional experiences between caregivers and children serve as building blocks for the development of social and emotional well-being in infants and toddlers. Incorporating the three principles of promotion, prevention, and intervention within a systems framework (child–parent–environment) will enable early childhood practitioners to foster the emotional health and well-being of all children and families, especially those individual children who are more vulnerable due to the presence of multiple risk factors. The primary intent of the authors of this paper is to discuss the importance of attending to the social and emotional well being of very young children as a primary focus of early learning and school success. 相似文献
11.
Children enter the world with simple emotions and gradually add complex feelings to their repertoire of skills. As children
grow and develop, they learn to label their emotions and regulate them in socially appropriate ways. Literature is one way
early childhood educators can foster healthy emotional development. This article explains how emotions develop during the
preschool years (3–5), shares why it is important for early childhood educators to understand the connection between emotional
and literacy development, and suggests books and strategies that can be used to enhance young children’s emotional and literate
lives. 相似文献
12.
Too often young children are hurried into formal academic tasks before they are ready. This push for abstract reading and
writing skills in early childhood settings can actually inhibit young children's language development. However, teachers who
allow children to naturally acquire reading and writing provide a print-rich environment that encourages experimentation with
language. 相似文献
13.
Social–emotional skills are equally as crucial for school success as cognitive and academic skills (Webster-Stratton and Reid in Infants Young Child 17:96–113, 2004), yet many young children lack these skills (Lavigne et al. in J Am Acad Child Adolesc Psychiatry 35:204–214, 1996). Therefore, it is essential to invest in the development of social–emotional competence at an early age—a task that necessitates active parent involvement (Webster-Stratton and Reid 2004). This pilot study explored the effectiveness, integrity, and acceptability of a self-administered parent training intervention [Devereux Early Childhood Assessment—Second Edition (DECA-P2) family guide (Mackrain and Cairone in Promoting resilience for now and forever: a family guide for supporting the social and emotional development of preschool children, 2nd edn. Kaplan Early Learning Company, Lewisville, 2013)] targeting the promotion of social–emotional competence in young children (N = 12). Pre- and post-test parent reports revealed that children’s social–emotional competence increased and behavior problems decreased following program completion. Parent ratings indicated the intervention was carried out as intended (i.e., integrity) and that it was helpful (i.e., acceptability). These exploratory findings suggest that this self-administered parent intervention shows promise as an alternative to face-to-face early childhood prevention services. 相似文献
14.
Developmentally Appropriate Emergent Literacy Activities for Young Children: Adapting the Early Literacy and Learning Model 总被引：1，自引：1，他引：0
Whether it be leaping, resisting, or being gently shoved, the field of early childhood education continues moving into the
age of accountability. Young children are expected to exhibit many requisite skills prior to kindergarten. Thus, the advancement
of pre-reading and writing skills development become one of the many areas of focus for early childhood teachers. This study
focused on the advancement of young children’s emergent literacy and letter recognition skills through developmentally appropriate
instruction and need based adapted activities using the Early Literacy and Learning Model (ELLM) curriculum. The results suggest
that mindfully adapting activities to children’s needs advances children’s emergent literacy development. 相似文献
15.
Nicola A. Conners-Burrow Terese Patrick Angela Kyzer Lorraine McKelvey 《Early Childhood Education Journal》2017,45(2):187-199
This paper describes the development, implementation and preliminary evaluation of the Reaching Educators and Children (REACH) program, a training and coaching intervention designed to increase the capacity of early childhood teachers to support children’s social and emotional development. We evaluated REACH with 139 teachers of toddler and preschool classrooms. Teacher attendance and survey results suggest that teachers were highly satisfied with the training and materials. Data from classroom observation scales conducted pre- and post-REACH implementation suggest significant improvements in the sensitivity of teachers’ interactions with children in the classroom, and increased teacher use of targeted social and emotional supports (such as teaching children to resolve conflicts). Further, data from observations of children’s classroom behavior suggest increases in children’s prosocial behaviors and small but significant decreases in verbal aggression. These findings provide preliminary evidence that the REACH program may be effective in building teachers’ capacity to support social–emotional development of young children, and point to the need for additional research. 相似文献
16.
Formal early childhood education programs have been shown to promote the early academic skills of young children. However, the academic benefits acquired through program attendance fade quickly in the early elementary school years. Using a nationally representative sample of Australian children, we describe the programmatic and teacher differences between different types of formal early childhood programs for children between 4 and 5 years old—pre-year 1, school-based preschool, standalone preschool, and center-based child care. We examine the child and family background characteristics that are correlated with selection into different settings and how these settings are associated with children's early academic skills and on their subsequent achievement. We focus on understanding if there are differential academic benefits accrued from each program type and whether or not these benefits persist into the early elementary school years. Results indicate that maternal employment and economic disadvantage are correlated with program participation and that pre-year 1 and preschool teachers have higher qualifications. Results also show that children who attended a pre-year 1 program held an initial, significant advantage in early academic skills compared to children enrolled in center child care. Center child care was associated with higher early math skills than preschools. Children who did not attend any early childhood programming lagged behind their peers in school readiness skills. By middle childhood, all the early skill advantages had disappeared, showing rapid fadeout of academic benefits acquired from these specific types of early childhood programs. Implications for policy and practice are discussed. 相似文献
17.
This paper examines the role of self-reflection and self-evaluation in early childhood practicum students’ development of
positive guidance skills with children. We examine how helpful students find self-reflection and self-evaluation exercises
and how their thoroughness of reflection relates to their progress in acquiring positive guidance skills. Self-reflection
also plays a role in students’ attitudes towards positive guidance and their confidence in using guidance skills. This paper
explores the extent to which reflection and evaluation affect the attitudes and confidence of future early childhood educators,
which could have an impact on the children and families they work with. Participants were 63 university students (60 female
and 3 male) in their junior or senior years in a Human Development and Family Sciences undergraduate program at a university
in the southern region of the United States. They were enrolled in an undergraduate class focused on learning “positive guidance”
interaction skills and classroom management with young children. Students generally found the self-ratings and goal setting
helpful in learning guidance skills. We did not find that thoroughness of self-reflection was related to guidance skills or
amount of improvement. There were three groups of students in regards to self-evaluation and supervisor evaluation: those
who initially overinflate their abilities, those who initially underinflate their abilities, and those who evaluate themselves
consistently. 相似文献
18.
As the number of young children displaying challenging behavior in early childhood grows, so too does the need to implement
evidence-based practices that prevent challenging behavior. Positive Behavior Support (PBS) provides a framework of tiered
interventions focused on promoting social-emotional development and preventing challenging behavior. This study investigated
the effects of consultation on teachers’ implementation of universal PBS practices and children’s academic engagement. A multiple-baseline
design was applied across four preschool classrooms serving children from 33 to 63 months of age. A strong relationship was
documented between consultation and teachers’ implementation of PBS skills. High levels of academic engagement were maintained
following consultation. Implications of the results are provided for applications of universal PBS practices in early childhood
settings. 相似文献
19.
Maria S. Poulou 《Early education and development》2017,28(8):996-1010
The present study used hierarchical linear modeling to examine predictors of students’ emotional and behavioral difficulties in preschool classrooms. Specifically, the study examined (a) the link between teachers’ perceptions of their own emotional intelligence and students’ emotional and behavioral difficulties, (b) the link between teachers’ perceptions of students’ social skills and emotional and behavioral difficulties, and (c) how teachers’ perceptions of their own emotional intelligence were related differentially to their perceptions of students’ emotional and behavioral difficulties based on students’ social skills. Participants were 92 preschool teachers and 238 students from 52 state schools in central Greece. Research Findings: Results indicated that higher scores for teachers’ perceptions of emotional intelligence and students’ social skills were related to lower scores for teachers’ perceptions of students’ emotional and behavioral difficulties. Teachers’ perceptions of emotional intelligence were important in predicting students’ emotional and behavioral difficulties, especially in the case of students’ lack of social skills. Practice or Policy: This study provides empirical support for the predictors of students’ emotional and behavioral difficulties by taking into consideration both teachers’ perceptions of emotional intelligence and students’ social skills, thus suggesting new insights into the interpretation of emotional and behavioral difficulties in preschool. 相似文献
20.
Assistive technology (AT) has the potential to increase developmental skills and provide solutions to challenges, such as
behavior, attention, and communication, faced by students identified with disabilities or at risk in early childhood settings.
Early childhood education professionals must have AT knowledge and competency to effectively use AT with young children and
to include AT in the curriculum. Teachers share responsibility for effectively preparing all young children to develop important readiness and literacy skills enabling them to successfully participate in public school settings. This
paper discusses the effectiveness of AT User Groups to prepare teachers to incorporate AT in the early childhood setting.
User Group benefits to teachers, (i.e., increased knowledge and skills, effective use of time, collaboration, individualization
of training, and onsite support) as well as distracters and strategies for involving “new” teachers are discussed. Reported
child outcomes, such as increased attending, behavior, and communication are also presented. 相似文献