A Mixed-Method Examination of Preschool Teacher Beliefs About Social-Emotional Learning and Relations to Observed Emotional Support
Publication Year: 2016
Publisher: Wiley Periodicals Inc.
Sources ID: 89206
Notes: Access: http://hdl.handle.net/10027/20395External Resources: Cite This Item Advanced options ... supportive and moderately emotionally supportive teachers in three areas: (a) teachers beliefs about emotions and the value of SEL; (b) teachers socialization behaviors and SEL strategies; and (c) teachers perceptions of their roles as emotion socializers. Understanding such differences can facilitate the development of intervention programs and in-service training to help teachers better meet students SEL needs. This work was supported by grant funding from the U.S. Department of Education, Institute for Education Science [ED-GRANTS-020410-002]. Access: http://hdl.handle.net/10027/20395 Materials specified: Item Resolution URL Instruction: Put this Resolution URL in a web browser to view this item. Genre/Form: Article Identifier: Early childhood education, social-emotional development, emotional support, mixed-methods research General Info: Open access content/ Open access content Material Type: Internet resource (url) Date of Entry: 20180119 Update: 20180119 Provider: OCLC
Collection: Evidence-based Teacher Professional Development
Visibility: Public (group default)
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