Fostering Children's Social Competence: The Teacher's Role. Volume 8 of the NAEYC Research into Practice Series.

Autor/inn/en	Katz, Lilian G.; McClellan, Diane E.
Institution	National Association for the Education of Young Children, Washington, DC.
Titel	Fostering Children's Social Competence: The Teacher's Role. Volume 8 of the NAEYC Research into Practice Series.
Quelle	(1997), (128 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-935989-82-X
Schlagwörter	Leitfaden; Child Behavior; Early Childhood Education; Interpersonal Communication; Interpersonal Competence; Interpersonal Relationship; Prosocial Behavior; Social Cognition; Social Development; Social Experience; Socialization; Teacher Influence; Teacher Role; Teachers + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interpersonale Kommunikation; Interpersonale Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Kognition; Soziale Entwicklung; Soziale Erfahrung; Socialisation; Sozialisation; Lehrerrolle; Lehrer; Lehrerin; Lehrende
Abstract	This book presents options for early childhood educators to consider as they make decisions concerning how best to foster the development of children's social competence. The book maintains that social competence is most likely to be acquired and strengthened in an atmosphere of warmest acceptance, respect, and deep faith in the child's capacity to grow and develop. Included in the text are statements, illustrations, observations, and teacher's experiences to demonstrate approaches which may not be in the best interests of children's social development. Examples of alternative ways teachers might address the same situations are offered. Chapter 1 of the book presents a brief discussion of the components of social competence and the factors that influence its development. Chapter 2 discusses curriculum, environment, and other contextual factors related to fostering social growth in young children. Chapter 3 outlines nine general principles of practice to be taken into account in helping children achieve social competence. Chapter 4 suggests some general teaching strategies for helping children overcome social difficulties. Chapter 5 describes ways to strengthen specific components of social competence. The appendix presents an approach to the assessment of social competence in young children in the areas of individual attributes, social skills, and peer relationships. (SD)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC