Improving Interactions between Teachers and Young Children with Problem Behavior: A Strengths-Based Approach

Autor/inn/en	Sutherland, Kevin S.; Conroy, Maureen; Abrams, Lisa; Vo, Abigail
Titel	Improving Interactions between Teachers and Young Children with Problem Behavior: A Strengths-Based Approach
Quelle	18 (2010) 2, S.70-81 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/09362831003673101
Schlagwörter	At Risk Persons; Behavior Problems; Caregivers; Classroom Techniques; Early Intervention; Interpersonal Competence; Parent Child Relationship; Skill Development; Student Behavior; Student Characteristics; Teacher Behavior; Teacher Student Relationship; Young Children + Suchen Sie Ihr Suchwort? Risikogruppe; Caregiver; Carer; Betreuungsperson; Pfleger; Klassenführung; Interpersonale Kompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Frühe Kindheit
Abstract	Young children who exhibit problem behavior are at-risk for a host of negative developmental outcomes. Early intervention at multiple ecological levels is crucial to interrupt what can be a detrimental transactional cycle between children and their caregivers, including their teachers. In this article we promote a strengths-based approach to improving teacher-child interactions, which may serve as a protective factor for children with early-onset problem behavior in early childhood classrooms. Specifically, we describe how increases in targeted teacher behaviors can foster the desirable behavior of young children by capitalizing on skills the children already possess while enhancing those skills necessary for social competence and pre-academic success. [This article was published in "Exceptionality" (EJ881036).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01