A Good Beginning: Sending America's Children to School with the Social and Emotional Competence They Need To Succeed.

Autor/in	Peth-Pierce, Robin
Titel	A Good Beginning: Sending America's Children to School with the Social and Emotional Competence They Need To Succeed.
Quelle	(2000), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Early Childhood Education; Emotional Development; Emotional Response; High Risk Students; Interpersonal Competence; Kindergarten; Kindergarten Children; Preschool Children; Public Policy; School Readiness; Student Adjustment + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gefühlsbildung; Emotionales Verhalten; Problemschüler; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Öffentliche Ordnung; Readiness for school; School ability; Schulreife; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	Recognizing that what, how, and how much children learn in school depends in large part on the social and emotional competence they developed as preschoolers, this monograph examines the current state of research regarding the social and emotional risk and protective factors that predict early school problems or success. The first part of the monograph describes the components of social and emotional school readiness. Risk and protective factors are examined, and the impact of interventions to address neurodevelopmental delay, impaired attachment relationships, maltreatment, and disadvantaged socioeconomic status is described. This part also notes that some of the causal risk factors for early school failure have been identified, and that current knowledge can be used to systematically design and implement intervention. The part maintains that interventions need to address multiple levels and should address causal and malleable risk factors for early school failure. The second part of the monograph summarizes selected federal policies that may improve children's chances of success and analyzes existing links between current research and policy. This part argues that existing policies are not fully implemented, that new policies place additional burdens on already overburdened systems, and that more leaders are needed to champion the development of a seamless, comprehensive system of early childhood care. The monograph's appendix lists risk and protective factors at the individual, microsystem, exosystem, and macrosystem levels as identified in research literature. (KB)
Anmerkungen	National Institute of Mental Health, Office of Communications and Public Liaison, 6001 Executive Boulevard, Room 8184, MSC 9663, Bethesda, MD 20892-9663; Tel: 301-443-4513; Fax: 301-443-4279; Web Site: http://www.nimh.nih.gov/childhp/fdnconsb.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01