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

Yıl 2018, , 11 - 25, 12.08.2018

Salih Rakap , Serife Balikci Sinan Kalkan Burak Aydin

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

Cited By: 2

Öz

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. 

Anahtar Kelimeler

Preschool teachers, social-emotional competence, challenging behaviors, young children

Kaynakça

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