Strengthening the Social and Emotional Skills of Pre-Schoolers with Mental Health and Developmental Challenges in Inclusive Early Childhood Education and Care Settings: A Narrative Review of Educator-Led Interventions

Autor/inn/en	Blewitt, Claire; O'Connor, Amanda; May, Tamara; Morris, Heather; Mousa, Aya; Bergmeier, Heidi; Jackson, Kylie; Barrett, Helen; Skouteris, Helen
Titel	Strengthening the Social and Emotional Skills of Pre-Schoolers with Mental Health and Developmental Challenges in Inclusive Early Childhood Education and Care Settings: A Narrative Review of Educator-Led Interventions
Quelle	In: Early Child Development and Care, 191 (2021) 15, S.2311-2332 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blewitt, Claire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1704283
Schlagwörter	Social Emotional Learning; Emotional Development; Social Development; Preschool Children; Mental Disorders; Developmental Delays; Intervention; Direct Instruction; Skill Development; Peer Teaching; Individualized Instruction; Student Evaluation; Autism; Pervasive Developmental Disorders; Communication Skills; Teaching Methods; Classroom Environment + Suchen Sie Ihr Suchwort? Gefühlsbildung; Soziale Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mental illness; Geisteskrankheit; Entwicklungsverzögerung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Kompetenzentwicklung; Qualifikationsentwicklung; Peer group teaching; Peer Group Teaching; Individualisierender Unterricht; Schulnote; Studentische Bewertung; Autismus; Kommunikationsstil; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima
Abstract	Mental health and developmental challenges that emerge in early childhood can be associated with difficulty in social interactions and behavioural regulation. With educational policies increasingly promoting inclusion in early learning settings, educators are being called upon to support children's social-emotional competence through evidence-informed practice. A narrative review was undertaken to explore the breadth and summarize research findings related to educator-led Tier 3 social and emotional learning intervention for children with diagnosed mental health conditions or developmental delays. Nineteen evaluation studies were reviewed and synthesized into four themes: (1) instruction embedded into daily routines and activities; (2) direct skill instruction; (3) peer-mediated interventions; and (4) individualized assessment-based approaches. Interventions targeted children with neurodevelopmental disorders, and developmental, social and communication delays, with findings suggesting improvement in children's social skill during or post intervention. Evidence of maintenance and generalization were, however, inconsistent. There is a paucity of peer-reviewed research examining interventions for young children experiencing anxiety or mood disorders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01