Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention

Autor/inn/en	Hemmeter, Mary Louise; Ostrosky, Michaelene; Fox, Lise
Titel	Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention
Quelle	In: School Psychology Review, 35 (2006) 4, S.583-601 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	School Readiness; Early Childhood Education; Emotional Development; Early Experience; Social Development; Intervention; Instructional Development; Educational Strategies; Behavior Development; Teaching Methods; Teaching Models; Sequential Approach; Program Descriptions; School Psychology + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gefühlsbildung; Frühbeginn; Soziale Entwicklung; Teaching improvement; Unterrichtsentwicklung; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Schrittfolge; Schulpsychologie
Abstract	Over the last several years, there has been an increased focus on school readiness and supporting children during the preschool years to learn the skills they need to be successful in elementary school and beyond (Bowman, Donovan, Burns, et al., 2000; Shonkoff & Phillips, 2000). The capacity to develop positive social relationships, to concentrate and persist on challenging tasks, to effectively communicate emotions, and to problem solve are just a few of the competencies young children need to be successful as they transition to school. In this article, we describe the "Teaching Pyramid" (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003), a model for promoting young children's social-emotional development and addressing children's challenging behavior and its link to critical outcomes for children, families, and early childhood programs. The "Pyramid" includes four components: building positive relationships with children, families, and colleagues; designing supportive and engaging environments; teaching social and emotional skills; and developing individualized interventions for children with the most challenging behavior. Given the unique characteristics of early childhood settings, implementation issues and implications of the model are a primary focus of the discussion. (Contains 3 tables and 1 figure.) (Author).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10