Literaturnachweis - Detailanzeige
Autor/inn/en | Hemmeter, Mary Louise; Santos, Rosa Milagros; Ostrosky, Michaelene M. |
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Titel | Preparing Early Childhood Educators to Address Young Children's Social-Emotional Development and Challenging Behavior: A Survey of Higher Education Programs in Nine States |
Quelle | In: Journal of Early Intervention, 30 (2008) 4, S.321-340 (20 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1053-8151 |
DOI | 10.1177/1053815108320900 |
Schlagwörter | Higher Education; Behavior Disorders; Graduates; Preschool Children; Social Development; Emotional Development; College Faculty; Teacher Education; Preschool Education; Teacher Attitudes; Parent Teacher Cooperation; Special Education; Early Childhood Education Hochschulbildung; Hochschulsystem; Hochschulwesen; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Gefühlsbildung; Fakultät; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik |
Abstract | This article presents results from a survey of faculty members from 2- and 4-year higher education programs in nine states that prepare teachers to work with preschool children. The purpose of the study was to determine how professors address content related to social-emotional development and challenging behaviors, how well prepared they believe graduates are to address these issues, and resources that might be useful to better prepare graduates to work with children with challenging behavior. Of the 225 surveys that were mailed, 70% were returned. Faculty members reported their graduates were prepared on topics such as working with families, preventive practices, and supporting social emotional development but less prepared to work with children with challenging behaviors. Survey findings are discussed related to differences between 2- and 4-year programs and between programs with and without a special education component. Implications for personnel preparation and future research are discussed. (Contains 1 figure, 1 note and 6 tables.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |