Korean Early Childhood Educators' Perceptions of Importance and Implementation of Strategies to Address Young Children's Social-Emotional Competence

Autor/inn/en	Heo, Kay H.; Cheatham, Gregory A.; Hemmeter, Mary Louise; Noh, Jina
Titel	Korean Early Childhood Educators' Perceptions of Importance and Implementation of Strategies to Address Young Children's Social-Emotional Competence
Quelle	In: Journal of Early Intervention, 36 (2014) 1, S.49-66 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815114557280
Schlagwörter	Foreign Countries; Behavior Problems; Young Children; Teacher Attitudes; Preschool Teachers; Questionnaires; Interpersonal Competence; Special Education; Behavior Modification; Positive Reinforcement; Teaching Methods; Early Intervention; Measures (Individuals); Demography; Multiple Regression Analysis; Predictor Variables; South Korea + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Fragebogen; Interpersonale Kompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen; Behaviour modification; Verhaltensänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Demografie; Prädiktor; Korea; Republik
Abstract	In South Korea, there has been a rapid increase in challenging behaviors and other social-emotional difficulties at the early childhood level. Korean early childhood educators' perspectives and strategies to address young children's social-emotional competencies and challenging behaviors were investigated. Overall, results suggest that many Korean early childhood educators recognize the importance of social-emotional teaching strategies but report low levels of implementation of specific social-emotional strategies. The study also examined the effect of the categorical predictors such as special education teaching experience, children's classroom age level, and duration of early childhood teaching experience on participants' implementation levels. Korean early childhood teachers' importance perceptions, regardless of their categorical variables, were the most influential predictor of implementation. Results are discussed and implications are delineated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10