期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2018
卷号：10
期号：1
页码：11-24
出版社：International Journal of Early Childhood Special Education
摘要：Healthy development of social-emotional competence in early childhood years cre-ates a strong foundation for future academic success and social-emotional well-being. The purpose of this descriptive study was to investigate preschool teachers’ use of strategies to support young children’s social-emotional competence. A total of 103 teachers and classrooms participated in the study. Descriptive findings of the study indicated that preschool teachers implemented a few practices to pro-mote social-emotional competence in young children in the absence of training and professional development support. Preschool teachers were observed to implement universal promotion practices more often than tertiary preventions practices. Pre-school teachers’ overall use of strategies to enhance the social-emotional compe-tence of young children did not differ significantly across classroom types and lev-els and based on whether teachers received training on promoting social-emotional development and addressing challenging behaviors. While there was a positive cor-relation between the level of preschool teachers’ use of social-emotional teaching strategies and the number of adults in the classrooms, a negative correlation was observed between preschool teachers’ use of strategies and the number of children in the classrooms. Implications of the findings for future research and practice are discussed.
关键词：Preschool teachers ; social-emotional competence ; challenging behaviors ; young children
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