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1.
A current interest in education is the growing awareness that the development of social and emotional skills in children is
critical for the foundation of academic knowledge in the classroom. The early childhood educator is in a position to be a
powerful nurturer of the social emotional development in young children. It is important, therefore, to challenge early childhood
teachers, particularly veteran teachers, to take a closer look at their own social and emotional skills and to systematically
reassess these skills through an emotionally intelligent “lens”. The field of emotional intelligence is a new and exciting
area of academic research that looks at emotional abilities within the following four domains: (1) perception skills; (2)
accessing skills; (3) understanding skills; and (4) regulation skills. This article presents a userfriendly methodology to
assess and enhance the emotional intelligence abilities of teachers, and thereby impact the abilities of the young children
they teach. 相似文献
2.
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
3.
Kelly L. Heider 《Early Childhood Education Journal》2009,36(6):513-518
The rapid growth of information over the last 30 or 40 years has made it impossible for educators to prepare students for
the future without teaching them how to be effective information managers. The American Library Association refers to those
students who manage information effectively as information literate. Information literacy instruction has been a priority in many secondary schools since the American Association of School
Libraries published the Information Literacy Standards for Student Learning in 1998. Although these standards were written for grades K-12, information literacy is still not the focus in many early
childhood classrooms. This article discusses the importance of information literacy instruction in early childhood education.
Research suggests that early information literacy instruction, using informational texts and collaborative, teacher–librarian
curriculum planning, promotes critical thinking and increases the ability to problem-solve—two skills necessary for survival
in today’s Information Age. 相似文献
4.
The purpose of this article is to describe the effects that parent perceptions of their relationships with teachers have on
parent involvement. After providing a brief review of literature identifying the importance of parent–teacher relationship
formation, the authors provide suggestions for early childhood educators that will help them establish and maintain productive
relationships with the families that they serve. 相似文献
5.
Susanne A. Denham 《Early education and development》2006,17(1):57-89
The overall issue of assessment during early childhood, and its relation to school readiness and other decisions, is currently widely debated. Expanding early childhood education and child care enrollments, better scientific knowledge about early childhood development, and decisions about public spending, necessitate careful consideration of which assessment tools to use, as well as why and when to use them. More specifically, the disconnection between the importance of social and emotional domains of development, and their status within educational programming and assessment, has long been lamented. The last several years have, however, witnessed a blossoming of attention to these areas during early childhood, as crucial for both concurrent and later well-being and mental health, as well as learning and academic success. Teachers view children's “readiness to learn” and “teachability” as marked by positive emotional expressiveness, enthusiasm, and ability to regulate emotions and behaviors. Based on these assertions, I suggest a battery of preschool social-emotional outcome measures, tapping several constructs central to emotional and social competence theory, specifically emotional expression, emotion regulation, emotion knowledge, social problem solving, and positive and negative social behavior. 相似文献
6.
Irina Tsybina Luigi E. Girolametto Elaine Weitzman Janice Greenberg 《Early Childhood Education Journal》2006,34(2):177-185
This study examined linguistic recasts provided by 16 early childhood educators to preschool children learning English as a second language (EL2). Recasts are semantic and syntactic revisions of children’s utterances. The educator–child interactions were filmed during book reading and play dough activities with small groups of four children, one of whom was EL2. The EL2 children were rated by their educators as having less well-developed expressive language skills than their unilingual peers. However, despite this finding, educators provided similar rates of recasts to both groups of children. Eight EL2 children with the lowest expressive language skills demonstrated fewer uptakes of their educator’s recasts in comparison to EL2 children with higher expressive language skills. The implications of this study include increasing the rate of recasts and reducing their complexity to provide language-learning opportunities for all preschool children, especially for those learning English as a second language. 相似文献
7.
This study investigated the relationship between children’s ability to regulate emotions and display of appropriate behavior
in social settings. A sample of 33 children representing a wide range of social economic status was randomly selected from
a Head Start Program and an Early Childhood Development Center in the Midwest. Data were collected using the Emotion Regulation
Checklist (ERC) developed by Shields and Cicchetti (Dev Psychol 33:906–916, 1997, J Clin child Psychol, 27:231–395, 1998). A “Behavior Recording” checklist was developed and used to record appropriate and inappropriate behavior observed during
children social interactions. Teacher ratings identified children as generally high emotion regulators. Girls had generally
higher scores than boys in emotion regulation ability. A high relationship (r = .76) was also found between emotion regulation and display of appropriate behavior. Results indicate the importance of
emotions in relation to a child’s well being and academic achievement. Additionally, these findings suggest a need for parents
and early childhood educators to teach children appropriate emotional behavior when confronted with situations that are in
conflict with societal norms. 相似文献
8.
9.
何海波 《宁波教育学院学报》2013,(2):100-103,106
采用入学准备测评工具SRTB-CV,对170名大班儿童进行测试,结果表明,流动儿童在行为帮助、精细运动、感觉运动和大运动技能发展方面优于本地儿童,但在学习方式、认知发展、言语发展,以及情绪与社会性发展领域显著落后于本地儿童。因此,流动儿童家长、社区教育、幼儿园等必须多方面促进流动儿童入学准备;政府应实施针对流动儿童的补偿性学前教育,改善流动儿童早期教育的条件。 相似文献
10.
Yiching Jean Chiu 《Asia Pacific Education Review》2009,10(2):261-270
Holistic education is a popular trend in the midst of various educational reforms, yet little systematic research has been
done to consider its application in the teaching of English as a Foreign Language (EFL) and English as a Second Language (ESL)
for Asian Chinese learners. According to the New Zealand Ministry of Education, holistic education is defined as an approach
to teaching to include the physical, social, emotional, cultural, and cognitive dimensions of a person’s growth. Education
reform in Taiwan has adopted a Western constructivist approach. However, in Confucian Heritage Culture (CHC), open teacher–student
and student–student interactions are not as common as they are in the social constructivist model found in the Anglo-Saxon
culture. CHC values social harmony, teachers’ authority, and silence to avoid confrontation. Without understanding the affective
and social environment in the Western context, holistic education is unlikely to be successfully implemented in Taiwan. The
purpose of this research is to understand the contextualization of the holistic environment and pedagogical strategies that
nurture student–teacher and student–student interactions in a holistic approach to EFL. This study utilized qualitative research
methods of observation and in-depth interviews of New Zealand English teachers and observed the pedagogical practices in New
Zealand English classes. This research provided effective pedagogical strategies for implementing the social and affective
support of a holistic educational approach for Asian EFL students.
相似文献
| Yiching Jean ChiuEmail: |
11.
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
12.
Attachment in the Classroom 总被引：3，自引：0，他引：3
Attachment influences students’ school success. This is true of students’ attachment to their parents, as well as to their
teachers. Secure attachment is associated with higher grades and standardized test scores compared to insecure attachment.
Secure attachment is also associated with greater emotional regulation, social competence, and willingness to take on challenges,
and with lower levels of ADHD and delinquency, each of which in turn is associated with higher achievement. These effects
tend to be stronger for high-risk students. In this era of accountability, enhancing teacher–student relationships is not
merely an add-on, but rather is fundamental to raising achievement. Understanding the role of attachment in the classroom
will help educators be more effective, particularly with challenging students. Twelve suggestions to improve teacher–student
relationships and school bonding are provided. 相似文献
13.
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
14.
Patricia M. Cooper 《Early Childhood Education Journal》2007,34(5):315-322
Today’s emphasis on using children’s literature as a tool to teach reading and writing sub-skills distracts teachers’ attention
from looking to children’s books for their historical role in helping children navigate the intellectual, social, and emotional
terrains of childhood. This article argues, first, that early childhood educators must remain fluent in the use of literature
that supports young children’s psychosocial development. Second, teachers must establish criteria for choice. By way of example,
it examines two popular books for young children, Sendak’s (1963) Where the Wild Things Are [New York: HarperCollins Publishers] and Shannon’s (1998) No, David! [New York: Blue Sky Press] Three theoretical perspectives guide the analysis. The first combines Dewey’s (1938/97) [Experience and education. New York:Touchstone] impetus for learning and Vygotsky’s (1978) [Mind in society. Cambridge: Harvard University Press] theory that learning precedes development through scaffolded social
interaction. The second is Erikson’s (1950, 1985) [Childhood and society. New York: W. W. Norton & Company, Inc.] theory of psychosocial development in light of the
4–6-year-old’s drive towards self-regulation, control, and independence. The third is Rosenblatt’s (1978) [The reader, the text, the poem. Urbana, IL: National Council of Teachers of English] transactional nature of reading. 相似文献
15.
当前,有些幼儿园为了迎合家长的需求把幼小衔接当借口进行幼儿教育的小学化,主要表现为办园理念、教学内容、教学组织形式和教学方法的小学化。造成这些问题的原因主要是忽视幼儿的身心发展规律和幼儿教育规律,幼儿园教育、家庭教育和社会教育的脱离。为了防止这种倾向要做以下几个方面的努力：加强教育部门的监管力度．正确认识幼小衔接与幼儿教育小学化的危害,加强幼儿园与家庭、社会的沟通,统一幼儿教育观念。 相似文献
16.
Christine McWayne Jason T. Downer Rodrigo Campos Robby D. Harris 《Early education and development》2013,24(6):898-922
Research Findings: In the present meta-analysis, information from 21 studies (representing 22 separate samples) was pooled across a 10-year period (1998–2008). Across 2 primary dimensions of direct father involvement (frequency of positive engagement activities and aspects of parenting quality) and 5 dimensions of children's early learning (representing social and cognitive domains), findings revealed small to moderate associations. Among group differences tested to further explain the relationships between these constructs, residential status and the ethnic/racial identification of fathers' surfaced as significant moderators, whereas income status was only meaningful at the trend level. Practice or Policy: In recent years, national attention has increased concerning the important influence of fathers on children's development. Concurrently, national interest has turned to the early childhood period as marking a major transition for young children, during which children are confronted with new and diverse developmental challenges that require emotional, social, and cognitive competence across their home and school environments. Although there is a growing body of research on fatherhood and father involvement, this literature has not been examined systematically to determine the strength of associations between specific dimensions of father involvement and young children's early learning that could inform the efforts of early childhood practitioners and family engagement programming decisions. 相似文献
17.
Mental health problems in children represent a significant international health concern, with up to one in five children using mental health services during the course of any given year. Identifying the processes of what prevents social, emotional and behaviour difficulties (SEBD) and promotes healthy development from an early age can make a significant contribution to the promotion of positive mental health in children. This article describes a longitudinal study which sought to identify the risk and promotive factors as young children move from the early to junior years in primary school. Multilevel analysis was used to identify the individual, classroom, school, home and community factors that predict change in SEBD and in prosocial behaviour in the early school years. It also calculated the cumulative effect of the various risk and promotive factors on the pupils’ well-being and mental health. The article presents the windows of vulnerability and opportunity for young children’s healthy development, proposing a trajectory for healthy development in early and middle childhood. 相似文献
18.
Peter Wood 《Pastoral Care in Education》2018,36(3):253-265
ABSTRACTThe need for improved well-being of children in Britain has been highlighted in a raft of reports both nationally and internationally. In this paper, I aim to explore some of the practicalities experienced by schools that, in response, have implemented social and emotional learning (SEL) interventions as a means to improve child well-being. I make the case that the discourses of emotions inherent within such schemes, and the various supranational publications, are susceptible to exploitation and manifestation. The study employed a mixed methodological approach, utilising a combination of quantitative and qualitative strategies with primary school staff members including head teachers, teachers, teaching assistants, welfare staff, other support staff, etc. Three phases of study – questionnaires, focus groups and individual interviews – were administered as a means of creating an insight into the interpretation and use of SEL in these settings. The findings demonstrate a propensity for staff to conflate social and emotional aspects of self with more moralistic constructs of identity, revealing how SEL schemes have the potential to act as tools of cultural imperialism by marginalising and/or endorsing certain values, norms and behaviours. After maintaining that such realisations of these schemes may impede rather than improve the lived experiences of children, that are fundamental to their social and emotional well-being and mental health, I make the case for alternative approaches to SEL in schools. 相似文献
19.
The normal development of humor in children has been well documented with a predictable course that is tied to social, cognitive,
and linguistic development in children. This study explored humor comprehension in children with nonverbal learning disabilities
(NVLD). Children with NVLD were compared with children with reading disabilities and a comparison group of children with no
learning disabilities to assess their comprehension of humor. The humor test was composed of a joke and cartoon section. No
group differences in humor comprehension were found when the NVLD group was defined as having visual–spatial and visual reasoning
deficits. However, when the NVLD group was divided into children with and without social perceptual difficulties as defined
by a direct measure of social comprehension, significant group differences were found in the levels of humor comprehension.
These results support the association of humor comprehension with social perception and lend tentative support to the hypothesis
that children with NVLD may not be a homogenous group. Future study directions include further exploration into the nature
of the association between humor comprehension and social perception as well as closer examination of the heterogeneity of
NVLD. 相似文献
20.
Sandra M. Linder Beth Powers-Costello Dolores A. Stegelin 《Early Childhood Education Journal》2011,39(1):29-37
Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical
concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical
skills that will be needed later in life. In this article, the authors make a case for meaningful and developmentally appropriate
mathematics experiences for young children in diverse early learning settings. Instructional and curricular methods inspired
by the Reggio Emilia Approach are described as effective ways to teach number concepts to young children from preschool through
primary age. Strategies for teachers of young learners are presented in order to strengthen the mathematics curriculum in
contemporary early learning settings. The authors’ analysis and recommendations are informed by their extensive experiences
including studies in Reggio Emilia early childhood settings (infant toddler, preschool, and primary schools) and their work
in early childhood teacher education at their respective universities. 相似文献