Literaturnachweis - Detailanzeige
| Autor/in | Hyson, Marilou |
|---|---|
| Titel | Emotional Development and School Readiness. Professional Development. |
| Quelle | In: Young Children, 57 (2002) 6, S.76-78 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1538-6619 |
| Schlagwörter | Affective Behavior; Child Advocacy; Childhood Needs; Early Childhood Education; Educational Environment; Educational Practices; Emotional Development; Emotional Response; School Readiness; Teacher Role; Teacher Student Relationship; Young Children Affective disturbance; Active behaviour; Affektive Störung; Kinder- und Jugendanwaltschaft; Childhood; needs; Kindheit; Bedürfnis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Gefühlsbildung; Emotionales Verhalten; Readiness for school; School ability; Schulreife; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Frühe Kindheit |
| Abstract | Summarizes research on the contribution of young children's emotional competence to their school readiness. Describes ways early childhood teachers can support young children's emotional competence by creating a secure emotional environment, helping children understand emotions, modeling genuine appropriate emotions, supporting children's emotion regulation, recognizing and honoring children's expressive styles, and uniting learning with positive emotions. Lists ways early childhood professionals can advocate for children's emotional needs. (KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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