文章基本信息

标题：Supporting Kindergarten Children’s Social and Emotional Development: Examining the Synergetic Role of Environments, Play, and Relationships
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作者：Gill Kirk ; Gill Kirk ; Jenny Jay 等
期刊名称：Journal of Research in Childhood Education
印刷版ISSN：0256-8543
出版年度：2018
卷号：32
期号：4
页码：472-485
DOI：10.1080/02568543.2018.1495671
语种：English
出版社：Association for Childhood Education International
摘要：ABSTRACTThis study examined how teachers support kindergarten children’s social and emotional development in everyday contexts. It used an ethnographic qualitative mode of enquiry, employing participant observations and semi-structured and structured interviews to examine the ways teachers optimize opportunities for supporting kindergarten children’s social and emotional development. Data were analyzed through collating common themes and bundling ideas. The data from this study were taken from a larger study, and reports on three of the original eight case studies. These three case studies were chosen for this article to specifically and succinctly articulate the findings. The data are discussed in terms of guided participation which supports the notion that guidance can occur anywhere, and that guidance can be either desirable or undesirable. The study found that the three elements of environment, play, and relationships work in synergy to support children’s social and emotional development. When one element does not exist, or is not well developed, the other two are affected, limiting the effectiveness of social and emotional supports for children. Those classrooms where all three elements are present are more likely to offer guided participation that is desirable and supportive of kindergarten children’s social and emotional development.
关键词：KEYWORDSEnvironmentsguided participationplayrelationshipssocial-emotional development