Promoting a Person-Centered Approach to Strengthening Early Childhood Practices That Support Social-Emotional Development

Autor/inn/en	Fettig, Angel; Artman-Meeker, Kathleen; Jeon, Lieny; Chang, Huan-Ching
Titel	Promoting a Person-Centered Approach to Strengthening Early Childhood Practices That Support Social-Emotional Development
Quelle	In: Early Education and Development, 33 (2022) 1, S.75-91 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1857215
Schlagwörter	Preschool Education; Preschool Teachers; Social Emotional Learning; Emotional Development; Social Development; Teaching Methods; Faculty Development; Stress Variables; Job Satisfaction; Educational Quality; Teacher Attitudes; Teacher Effectiveness; Teacher Characteristics; Self Efficacy; Teacher Background; Experience; Discipline + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Gefühlsbildung; Soziale Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Quality of education; Bildungsqualität; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Erfahrung; Disziplin
Abstract	Research Findings: This paper presents findings from an exploratory study to define associations between social-emotional teaching practices and teacher characteristics through a person-centered approach. The sample consisted of 97 teachers working in center-based early childhood education settings with young children ages 2-5 in the U.S. Pacific Northwest. We analyzed teachers' observed classroom social-emotional teaching practices and self-reported Professional Development (PD) experiences, job attitudes (e.g., job-related stress, satisfaction, and commitment), and disciplinary efficacy to identify profile membership of teachers. A latent profile analysis revealed 4 profiles: (a) higher practice quality, higher PD experience, higher job attitudes, and higher disciplinary efficacy, (b) higher practice quality, mixed PD experience, lower job attitudes, and lower disciplinary efficacy, (c) lower practice quality, mixed PD experience, higher job attitudes, and higher disciplinary efficacy, and (d) lower practice quality, mixed PD experience, mixed job attitudes, and lower disciplinary efficacy. Practice or Policy: The results suggest that a person-centered approach to understanding classroom quality might provide multiple dimensions to consider for quality improvement. Additionally, a tailored and tiered professional development approach to support the early childhood workforce is needed that considers the complex connections between teachers' practices, beliefs, and job attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01