How Do Teachers Support Children's Social-Emotional Competence? Strategies for Teachers

Autor/inn/en	McLaughlin, Tara; Aspden, Karyn; Clarke, Linda
Titel	How Do Teachers Support Children's Social-Emotional Competence? Strategies for Teachers
Quelle	In: Early Childhood Folio, 21 (2017) 2, S.21-27 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0112-0530
Schlagwörter	Foreign Countries; Social Development; Emotional Development; Well Being; Early Childhood Education; Early Childhood Teachers; Teaching Methods; Developmentally Appropriate Practices; Culturally Relevant Education; Problem Solving; Teacher Role; Interpersonal Competence; Student Behavior; Self Control; Friendship; Behavior Problems; Prevention; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Soziale Entwicklung; Gefühlsbildung; Well-being; Wellness; Wohlbefinden; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Entwicklungsbezogene Bildung; Problemlösen; Lehrerrolle; Interpersonale Kompetenz; Student behaviour; Schülerverhalten; Selbstbeherrschung; Freundschaft; Prävention; Vorbeugung; Neuseeland
Abstract	Social-emotional skills provide a critical foundation for learning and wellbeing in early childhood and beyond. In this article we present specific teaching strategies that teachers can implement within the context of supportive, responsive relationships to foster young children's developing social-emotional competence. The teaching strategies represent practices that have been identified and validated by a range of New Zealand kindergarten teachers and stakeholders from a larger research project focusing on teacher practices. The role of teachers' intentionality and pedagogical decision making is discussed to ensure practices identified are implemented in developmentally, culturally, and individually appropriate ways in New Zealand early childhood settings. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01