Preschool Teachers’ Use of Strategies to Support  Social-Emotional  Competence in Young Children

Salih RAKAP; Serife BALİKCİ; Sinan KALKAN; Burak AYDİN

doi:https://doi.org/10.20489/intjecse.454103

Makale detayları

Preschool Teachers’ Use of Strategies to Support Social-Emotional Competence in Young Children

Yazarlar:

Salih RAKAP | Serife BALİKCİ | Sinan KALKAN | Burak AYDİN

Yayıncı:

İbrahim H. DİKEN

Dergi:

International Journal of Early Childhood Special Education 2018 Vol.10 Issue 1, pp.11-25

Belge Tipi:

Makale

Yayın Tarihi:

8/2018

Belge Dili:

İngilizce

Document ID (Org No.):

2000809969

Sıklık:

İki Yıllık

pISSN:

1308-5581

DOI:

https://doi.org/10.20489/intjecse.454103

Özet:

 










Healthy development of social-emotional
competence in early childhood years creates a strong foundation for future
academic success and social-emotional well-being. The purpose of this
descriptive study was to investigate preschool teachers’ use of strategies to
support young children’s social-emotional competence. A total of 103 teachers
and classrooms participated in the study. Descriptive findings of the study
indicated that preschool teachers implemented a few practices to promote
social-emotional competence in young children in the absence of training and
professional development support. Preschool teachers were observed to implement
universal promotion practices more often than tertiary preventions practices.
Preschool teachers’ overall use of strategies to enhance the social-emotional
competence of young children did not differ significantly across classroom
types and levels and based on whether teachers received training on promoting
social-emotional development and addressing challenging behaviors. Moreover,
positive correlations between the level of preschool teachers’ use of
social-emotional teaching strategies, classroom quality scores, and the number
of adults in each classroom were observed. 
It was also observed that the correlation between preschool teachers’
use of strategies and the number of children in each classroom was negative.
Implications of the findings for future research and practice are discussed. .

Makale detayları

Preschool Teachers’ Use of Strategies to Support Social-Emotional Competence in Young Children

Yazarlar: Salih RAKAP | Serife BALİKCİ | Sinan KALKAN | Burak AYDİN

Yayıncı: İbrahim H. DİKEN

Dergi: International Journal of Early Childhood Special Education 2018 Vol.10 Issue 1, pp.11-25

Belge Tipi: Makale

Yayın Tarihi: 8/2018

Belge Dili: İngilizce

Document ID (Org No.): 2000809969

Sıklık: İki Yıllık

pISSN: 1308-5581

DOI: https://doi.org/10.20489/intjecse.454103

Sayı

Yazarlar:

Salih RAKAP | Serife BALİKCİ | Sinan KALKAN | Burak AYDİN

Yayıncı:

İbrahim H. DİKEN

Dergi:

International Journal of Early Childhood Special Education 2018 Vol.10 Issue 1, pp.11-25

Belge Tipi:

Makale

Yayın Tarihi:

8/2018

Belge Dili:

İngilizce

Document ID (Org No.):

2000809969

Sıklık:

İki Yıllık

pISSN:

1308-5581

DOI:

https://doi.org/10.20489/intjecse.454103