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Adapting Social Emotional Multi-Tiered Systems of Supports for Kindergarten Classrooms.

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Title: Adapting Social Emotional Multi-Tiered Systems of Supports for Kindergarten Classrooms.
Authors: Steed, Elizabeth A.1 (AUTHOR) elizabeth.steed@ucdenver.edu, Shapland, Dorothy2 (AUTHOR)
Source: Early Childhood Education Journal. Mar2020, Vol. 48 Issue 2, p135-146. 12p. 1 Diagram, 3 Charts.
Subject Terms: *Kindergarten children, *Kindergarten, *Elementary schools, *School employees, *Classroom environment, *Classrooms, *Multi-tiered systems of supports
Abstract: This conceptual article describes key considerations for elementary school personnel to ensure social emotional multi-tiered systems of supports (MTSS) are adapted for kindergarten classrooms. Kindergarten represents a unique developmental period of early childhood when 5 to 6-year-old children transition into formal schooling and experience a learning environment that places greater emphasis on children's independence, adherence to routines, and academic goals. This increase in demands may place stress on children's social emotional competencies. School personnel may find existing practices associated with their elementary schools' social emotional MTSS have not been adapted to meet the developmental needs of kindergarteners; this article describes ways to adapt existing universal, targeted, and intensive social emotional supports for kindergarten. Key considerations for administrative personnel are presented. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature 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
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  Data: Adapting Social Emotional Multi-Tiered Systems of Supports for Kindergarten Classrooms.
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  Data: <searchLink fieldCode="AR" term="%22Steed%2C+Elizabeth+A%2E%22">Steed, Elizabeth A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> elizabeth.steed@ucdenver.edu</i><br /><searchLink fieldCode="AR" term="%22Shapland%2C+Dorothy%22">Shapland, Dorothy</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Mar2020, Vol. 48 Issue 2, p135-146. 12p. 1 Diagram, 3 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Kindergarten+children%22">Kindergarten children</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22School+employees%22">School employees</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Multi-tiered+systems+of+supports%22">Multi-tiered systems of supports</searchLink>
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  Label: Abstract
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  Data: This conceptual article describes key considerations for elementary school personnel to ensure social emotional multi-tiered systems of supports (MTSS) are adapted for kindergarten classrooms. Kindergarten represents a unique developmental period of early childhood when 5 to 6-year-old children transition into formal schooling and experience a learning environment that places greater emphasis on children's independence, adherence to routines, and academic goals. This increase in demands may place stress on children's social emotional competencies. School personnel may find existing practices associated with their elementary schools' social emotional MTSS have not been adapted to meet the developmental needs of kindergarteners; this article describes ways to adapt existing universal, targeted, and intensive social emotional supports for kindergarten. Key considerations for administrative personnel are presented. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature 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.)
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        Value: 10.1007/s10643-019-00996-8
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      – Code: eng
        Text: English
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      – SubjectFull: Kindergarten children
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Elementary schools
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      – SubjectFull: School employees
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      – SubjectFull: Classroom environment
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      – SubjectFull: Classrooms
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      – SubjectFull: Multi-tiered systems of supports
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              Text: Mar2020
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              Y: 2020
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