Supporting Early Childhood Teachers to Promote Children’s Social Competence: Components for Best Professional Development Practices     

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   

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  

Heejeong Sophia Han  M. Shelley Thomas 《Early Childhood Education Journal》2010,37(6):469-476

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   

Identifying attrition risk based on the first year experience     

Ryan Naylor  Chi Baik  Sophia Arkoudis 《高等教育研究与发展》2018,37(2):328-342

Using data collected from a recent national survey of Australian first-year students, this paper defines and validates four scales – belonging, feeling supported, intellectual engagement and workload stress – to measure the student experience of university. These scales provide insights into the university experience for both groups and individual students, to assist institutions in supporting and managing successful outcomes for their students. These data highlight the particular importance of a sense of belonging and mitigating workload stress to addressing attrition risk. Many traditional equity groups were found to only differ significantly from ‘traditional’ students on the stress scale. However, these groups potentially contain enormous individual variation, and even the average experiences of these groups reveal that complexity in the engagement, motivation and sense of belonging of students from equity backgrounds. Importantly, the scales presented in this paper can easily be used by practitioners, researchers and institutions to identify risk of attrition at an individual level based on attitudinal factors rather than background or behavioural factors. This may inform university strategy and practice to enhance the student experience and increase retention across the sector.  相似文献   

A tool to profile neural,sensory and motor development in children at school entry,identifying possible barriers to learning and emotional well-being in early childhood     

Penelope Hannant  Rachael Gartland  Helen Eales  Sophia Mooncey 《Support for Learning》2023,38(4):167-177

  相似文献