Promoting a Person-Centered Approach to Strengthening Early Childhood Practices That Support Social-Emotional Development

Autor/inn/en	Fettig, Angel; Artman-Meeker, Kathleen; Jeon, Lieny; Chang, Huan-Ching
Titel	Promoting a Person-Centered Approach to Strengthening Early Childhood Practices That Support Social-Emotional Development
Quelle	(2022), (40 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Preschool Teachers; Social Emotional Learning; Emotional Development; Social Development; Teaching Methods; Faculty Development; Stress Variables; Job Satisfaction; Educational Quality; Teacher Attitudes; Teacher Effectiveness; Teacher Characteristics; Self Efficacy; Teacher Background; Experience; Discipline + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Gefühlsbildung; Soziale Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Quality of education; Bildungsqualität; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Erfahrung; Disziplin
Abstract	This paper presents findings from an exploratory study to define associations between social-emotional teaching practices and teacher characteristics through a person-centered approach. The sample consisted of 97 teachers working in center-based early childhood education settings with young children ages 2-5 in the U.S. Pacific Northwest. We analyzed teachers' observed classroom social-emotional teaching practices and self-reported Professional Development (PD) experiences, job attitudes (e.g., job-related stress, satisfaction, and commitment), and disciplinary efficacy to identify profile membership of teachers. A latent profile analysis revealed 4 profiles: (a) higher practice quality, higher PD experience, higher job attitudes, and higher disciplinary efficacy; (b) higher practice quality, mixed PD experience, lower job attitudes, and lower disciplinary efficacy; (c) lower practice quality, mixed PD experience, higher job attitudes, and higher disciplinary efficacy; and (d) lower practice quality, mixed PD experience, mixed job attitudes, and lower disciplinary efficacy. The results suggest that a tailored and tiered professional development approach is needed that considers the complex connections between teachers' practices, beliefs, and job attitudes. [This paper was published in "Early Education and Development" (EJ1323884).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01