A Case Study of a Kindergarten Teacher: Examining Practices and Beliefs That Support the Social-Emotional Classroom Climate

Autor/in	Pech, Sandra L.
Titel	A Case Study of a Kindergarten Teacher: Examining Practices and Beliefs That Support the Social-Emotional Classroom Climate
Quelle	(2010), (333 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Kent State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-1462-3
Schlagwörter	Hochschulschrift; Dissertation; Kindergarten; Preschool Teachers; Classroom Environment; Academic Standards; Social Responsibility; Empathy; Case Studies; Teacher Role; Emotional Development; Social Development; Observation; Interviews; Democratic Values; Caring; Critical Thinking; Holistic Approach; Reflection + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Klassenklima; Unterrichtsklima; Soziale Verantwortung; Empathie; Case study; Fallstudie; Case Study; Lehrerrolle; Gefühlsbildung; Soziale Entwicklung; Beobachtung; Interviewing; Interviewtechnik; Care; Pflege; Sorge; Betreuung; Kritisches Denken; Holistischer Ansatz
Abstract	This 5-month qualitative case study investigated the social-emotional climate of one half-day kindergarten classroom by examining the role of the teacher in establishing and sustaining a classroom climate that nurtured the social-emotional lives of students. This case study asks: How and why did the teacher establish and sustain a classroom climate that nurtured the social-emotional lives of students? Data sources included extensive observations, interviews, conversations, field notes, research memos, and school artifacts. Initial findings identified an emergent curriculum that was embedded within democratic practices which nurtured social responsibility, equity, and empathy among the kindergarten students. Further examination identified three components that my research showed to be critical for this teacher to integrate into his classroom: initiating an environment of care that goes beyond the academics, practicing a deliberate pedagogical artistry, and incorporating critical reflection. These areas of care, artistry, and reflection may clash with the traditional teacher-directed lessons that focus on academic standards. Based on my research, I argued that these areas are essential for providing a holistic environment for learning; one that nurtures the social-emotional as well as academic climate of any classroom. This pedagogical stance teaches critical thinking and is anchored in a safe learning environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10