Teacher Beliefs and Practices Relating to Development in Preschool: Importance Placed on Social-Emotional Behaviours and Skills

Autor/inn/en	Hollingsworth, Heidi L.; Winter, Marna K.
Titel	Teacher Beliefs and Practices Relating to Development in Preschool: Importance Placed on Social-Emotional Behaviours and Skills
Quelle	In: Early Child Development and Care, 183 (2013) 12, S.1758-1781 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2012.759567
Schlagwörter	Beliefs; Teacher Attitudes; Preschool Children; Preschool Teachers; Child Development; Social Development; Emotional Development; Skill Development; Prosocial Behavior; Classroom Environment; Friendship; Play; Interaction; Parent Participation; At Risk Students; Educational Attainment; Teacher Characteristics; Student Characteristics; Focus Groups; Surveys; Mixed Methods Research + Suchen Sie Ihr Suchwort? Belief; Glaube; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Kindesentwicklung; Soziale Entwicklung; Gefühlsbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Klassenklima; Unterrichtsklima; Freundschaft; Spiel; Interaktion; Elternmitwirkung; Bildungsabschluss; Bildungsgut; Survey; Umfrage; Befragung
Abstract	Preschool teachers' beliefs relating to the importance of social-emotional competence and teacher practices that support children's competence were investigated through surveys and focus groups. Survey results indicated that Head Start and public school pre-K teachers placed higher importance on social-emotional behaviours and skills than on early math and language and literacy behaviours and skills and reported a variety of practices to promote prosocial skills, pretend play, and friendships. Practices that support prosocial skills ranged from setting the tone of the social environment to responding to situations that arose. Similarly, practices that support pretend play focused on setting up pretend play scenarios and helping children play in those scenarios. Finally, practices to support friendships involved practices that may set the stage for friendship development, facilitating dyadic and small group interactions, and involving parents. Results are discussed in terms of connections with previous research and developmentally appropriate practice recommendations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10