Korean Early Childhood Educators' Perceptions of Importance and Implementation of Strategies to Address Young Children's Social-Emotional Competence
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| Title: | Korean Early Childhood Educators' Perceptions of Importance and Implementation of Strategies to Address Young Children's Social-Emotional Competence |
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| Language: | English |
| Authors: | Heo, Kay H., Cheatham, Gregory A., Hemmeter, Mary Louise, Noh, Jina |
| Source: | Journal of Early Intervention. Mar 2014 36(1):49-66. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Preschool Education Early Childhood Education |
| Descriptors: | Foreign Countries, Behavior Problems, Young Children, Teacher Attitudes, Preschool Teachers, Questionnaires, Interpersonal Competence, Special Education, Behavior Modification, Positive Reinforcement, Teaching Methods, Early Intervention, Measures (Individuals), Demography, Multiple Regression Analysis, Predictor Variables |
| Geographic Terms: | South Korea |
| DOI: | 10.1177/1053815114557280 |
| ISSN: | 1053-8151 |
| Abstract: | In South Korea, there has been a rapid increase in challenging behaviors and other social-emotional difficulties at the early childhood level. Korean early childhood educators' perspectives and strategies to address young children's social-emotional competencies and challenging behaviors were investigated. Overall, results suggest that many Korean early childhood educators recognize the importance of social-emotional teaching strategies but report low levels of implementation of specific social-emotional strategies. The study also examined the effect of the categorical predictors such as special education teaching experience, children's classroom age level, and duration of early childhood teaching experience on participants' implementation levels. Korean early childhood teachers' importance perceptions, regardless of their categorical variables, were the most influential predictor of implementation. Results are discussed and implications are delineated. |
| Abstractor: | As Provided |
| Number of References: | 60 |
| Entry Date: | 2014 |
| Accession Number: | EJ1046620 |
| Database: | ERIC |
| Abstract: | In South Korea, there has been a rapid increase in challenging behaviors and other social-emotional difficulties at the early childhood level. Korean early childhood educators' perspectives and strategies to address young children's social-emotional competencies and challenging behaviors were investigated. Overall, results suggest that many Korean early childhood educators recognize the importance of social-emotional teaching strategies but report low levels of implementation of specific social-emotional strategies. The study also examined the effect of the categorical predictors such as special education teaching experience, children's classroom age level, and duration of early childhood teaching experience on participants' implementation levels. Korean early childhood teachers' importance perceptions, regardless of their categorical variables, were the most influential predictor of implementation. Results are discussed and implications are delineated. |
|---|---|
| ISSN: | 1053-8151 |
| DOI: | 10.1177/1053815114557280 |
