A Qualitative Study of Early Childhood Educators' Beliefs and Practices Regarding Children's Socioemotional Development

Autor/inn/en	Papadopoulou, Kalliroi; Tsermidou, Lia; Dimitrakaki, Christina; Agapidaki, Eirini; Oikonomidou, Despoina; Petanidou, Dimitra; Tountas, Yiannis; Giannakopoulos, George
Titel	A Qualitative Study of Early Childhood Educators' Beliefs and Practices Regarding Children's Socioemotional Development
Quelle	In: Early Child Development and Care, 184 (2014) 12, S.1843-1860 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.889693
Schlagwörter	Qualitative Research; Social Development; Emotional Development; Well Being; Emotional Adjustment; Child Care Centers; Foreign Countries; Child Development; Preschool Children; Barriers; Intervention; Staff Development; Curriculum Design; Educational Policy; Teacher Attitudes; Preschool Teachers; Focus Groups; Greece + Suchen Sie Ihr Suchwort? Qualitative Forschung; Soziale Entwicklung; Gefühlsbildung; Well-being; Wellness; Wohlbefinden; Emotionale Anpassung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Ausland; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Personnel development; Personalentwicklung; Lehrplangestaltung; Politics of education; Bildungspolitik; Lehrerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Griechenland
Abstract	Existing research underscores the significance of early childhood experiences in the childcare context for the development of socioemotional skills and competencies. However, the practices adopted within childcare for the enhancement of children's socioemotional development and the factors mediating these practices are less adequately researched. The present study contributes to this understanding, through studying the perceptions of 34 educators working in childcare centres in Greece with regard to children's socioemotional development and its promotion. Results showed that although they acknowledged the significance of social and emotional competencies for children's adjustment, learning and well-being, they did not report consistent use of practices having as a goal the promotion of such skills. Explanations involve on the one hand the lack of formal policy and the existence of structural barriers and on the other hand a perception that socioemotional development is mostly affected by factors beyond their influence. Results are discussed in relation to prior research and in terms of their implications for designing interventions, curricula and staff training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10