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A Mixed-Method Examination of Preschool Teacher Beliefs About Social-Emotional Learning and Relations to Observed Emotional Support
Format: Book
Publication Year: 2016
Publisher: Wiley Periodicals Inc.
Source ID: shanti-sources-89206
Abstract: The connections between parents socialization practices and beliefs about emotions, and childrens emotional development have been well studied; however, teachers impacts on childrens social-emotional learning (SEL) remain widely understudied. In the present study, private preschool and Head Start teachers (N=32) were observed using the Classroom Assessment Scoring System (CLASS). Comparison groups were created based on their observed emotional support and then compared on their qualitative responses in focus group discussions on beliefs about emotions and SEL strategies. Teachers acknowledged the importance of preparing children emotionally (as well as academically) for kindergarten, but substantial differences emerged between the highly emotionally