Preschool Teachers' Use of Strategies to Support Social-Emotional Competence in Young Children.
Saved in:
| Title: | Preschool Teachers' Use of Strategies to Support Social-Emotional Competence in Young Children. |
|---|---|
| Authors: | Rakap, Salih1 srakaptr@gmail.com, Balikci, Serife2, Kalkan, Sinan3, Aydin, Burak4 |
| Source: | International Journal of Early Childhood Special Education. Aug2018, Vol. 10 Issue 1, p11-24. 14p. |
| Subject Terms: | *Preschool teachers, *Emotional competence, Social skills in children |
| Abstract: | Healthy development of social-emotional competence in early childhood years creates a strong foundation for future academic success and social-emotional well-being. The purpose of this descriptive study was to investigate preschool teachers' use of strategies to support young children's social-emotional competence. A total of 103 teachers and classrooms participated in the study. Descriptive findings of the study indicated that preschool teachers implemented a few practices to promote social-emotional competence in young children in the absence of training and professional development support. Preschool teachers were observed to implement universal promotion practices more often than tertiary preventions practices. Preschool teachers' overall use of strategies to enhance the social-emotional competence of young children did not differ significantly across classroom types and levels and based on whether teachers received training on promoting social-emotional development and addressing challenging behaviors. While there was a positive correlation between the level of preschool teachers' use of social-emotional teaching strategies and the number of adults in the classrooms, a negative correlation was observed between preschool teachers' use of strategies and the number of children in the classrooms. Implications of the findings for future research and practice are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Early Childhood Special Education is the property of International Journal of Early Childhood Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 131840766 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Preschool Teachers' Use of Strategies to Support Social-Emotional Competence in Young Children. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rakap%2C+Salih%22">Rakap, Salih</searchLink><relatesTo>1</relatesTo><i> srakaptr@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Balikci%2C+Serife%22">Balikci, Serife</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Kalkan%2C+Sinan%22">Kalkan, Sinan</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Aydin%2C+Burak%22">Aydin, Burak</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Childhood+Special+Education%22">International Journal of Early Childhood Special Education</searchLink>. Aug2018, Vol. 10 Issue 1, p11-24. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotional+competence%22">Emotional competence</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills+in+children%22">Social skills in children</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Healthy development of social-emotional competence in early childhood years creates a strong foundation for future academic success and social-emotional well-being. The purpose of this descriptive study was to investigate preschool teachers' use of strategies to support young children's social-emotional competence. A total of 103 teachers and classrooms participated in the study. Descriptive findings of the study indicated that preschool teachers implemented a few practices to promote social-emotional competence in young children in the absence of training and professional development support. Preschool teachers were observed to implement universal promotion practices more often than tertiary preventions practices. Preschool teachers' overall use of strategies to enhance the social-emotional competence of young children did not differ significantly across classroom types and levels and based on whether teachers received training on promoting social-emotional development and addressing challenging behaviors. While there was a positive correlation between the level of preschool teachers' use of social-emotional teaching strategies and the number of adults in the classrooms, a negative correlation was observed between preschool teachers' use of strategies and the number of children in the classrooms. Implications of the findings for future research and practice are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Early Childhood Special Education is the property of International Journal of Early Childhood Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=131840766 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.20489/intjecse.454103 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 11 Subjects: – SubjectFull: Preschool teachers Type: general – SubjectFull: Emotional competence Type: general – SubjectFull: Social skills in children Type: general Titles: – TitleFull: Preschool Teachers' Use of Strategies to Support Social-Emotional Competence in Young Children. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rakap, Salih – PersonEntity: Name: NameFull: Balikci, Serife – PersonEntity: Name: NameFull: Kalkan, Sinan – PersonEntity: Name: NameFull: Aydin, Burak IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 13085581 Numbering: – Type: volume Value: 10 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Early Childhood Special Education Type: main |
| ResultId | 1 |
