The Power of Caring to Help Kids Adjust and Achieve Is Now Documented

Autor/in	Black, Susan
Titel	The Power of Caring to Help Kids Adjust and Achieve Is Now Documented
Quelle	In: Education Digest: Essential Readings Condensed for Quick Review, 72 (2006) 4, S.18-23 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-127X
Schlagwörter	Leitfaden; Unterricht; Lehrer; Kindergarten; Mothers; Academic Achievement; Grade 1; Teacher Student Relationship; Interaction; Emotional Development; Social Development; Child Development; Student Adjustment; Parent Influence; Educational Attainment; Behavior Problems; Interpersonal Competence; Virginia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mother; Mutter; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Gefühlsbildung; Soziale Entwicklung; Kindesentwicklung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Bildungsabschluss; Bildungsgut; Interpersonale Kompetenz
Abstract	Teacher warmth and support, say University of Virginia researchers Bridget Hamre and Robert Pianta, have unparalleled power to help children adjust and achieve. Their 2005 study of 910 first-grade students included 5- and 6-year-olds whose mothers had low-level education and children identified with "significant behavior, social, and/or academic problems" by their kindergarten teachers. But by the end of first grade, the children whose teachers infused "everyday interactions" with emotional and academic support disproved their kindergarten teachers' predictions. They achieved as well as students with college-educated mothers, and they achieved and adjusted on a par with children who had no problems in kindergarten. However, the quality of teaching, learning, and social interactions in classrooms nationwide has been found to be "very variable." In this article, the author discusses how schools should go about ensuring that all students receive adequate academic and emotional support. She presents the results of various studies which reveal the connection between academic and social emotional learning (SEL) and stresses that SEL programs are important in improving students' academic performance. She also describes ways to implement and sustain high-quality SEL programs. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10