Understanding Early Childhood Educator Practices

Autor/inn/en	Wilburn, Victoria G.; Douglas, Christina M.; Chase, Anthony; Van Antwerp, Leah; Stoll, Hannah
Titel	Understanding Early Childhood Educator Practices
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 13 (2020) 2, S.126-135 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilburn, Victoria G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2019.1672605
Schlagwörter	Early Childhood Education; Educational Practices; Preschool Teachers; Occupational Therapy; Sensory Experience; Play; Urban Areas; Behavior Problems; Perceptual Motor Learning; Indiana (Indianapolis) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungspraxis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Beschäftigungstherapie; Sinnerfahrung; Spiel; Urban area; Stadtregion; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung
Abstract	The level of awareness regarding sensory concepts was explored in a convenience sample of 25 early childhood educators in an urban environment. This survey design measured early childhood educators self-report of sensory activities offered within their classrooms and independently scored by two occupational therapists practicing in pediatrics. Educators demonstrated sufficient basic understanding of sensory activities and how to structure and offer activities within early childhood classrooms. However, educators did not demonstrate a clear understanding of how to appropriately approach avoidance or disruptive behaviors during sensory activities. This finding into educators' lack of awareness of how best to approach atypical behavior during sensory play highlights the opportunity for further collaborative opportunities between educator and therapist at both the individual and classroom level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01