Early Years Practitioners' Views on Early Personal, Social and Emotional Development

Autor/inn/en	Aubrey, Carol; Ward, Karen
Titel	Early Years Practitioners' Views on Early Personal, Social and Emotional Development
Quelle	In: Emotional & Behavioural Difficulties, 18 (2013) 4, S.435-447 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2013.807541
Schlagwörter	Preschool Teachers; Teacher Attitudes; Social Development; Emotional Development; Child Development; Preschool Children; Intervention; Standards; Surveys; Interviews; Aggression; Behavior Problems; Interpersonal Competence; Peer Relationship; Immigrants; Social Behavior; Cultural Differences; Educational Practices; Foreign Countries; Parent Teacher Cooperation; Statistical Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Soziale Entwicklung; Gefühlsbildung; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Standard; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Interpersonale Kompetenz; Peer-Beziehungen; Immigrant; Immigrantin; Immigranten; Social behaviour; Soziales Verhalten; Kultureller Unterschied; Bildungspraxis; Ausland; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Statistische Analyse; Großbritannien
Abstract	Current policy guidance stresses the need for early identification of obstacles to learning and appropriate intervention. New standards for learning (Early Years Foundation Stage) place personal, social and emotional development (PSED) as central to learning and development. This paper reports a survey and follow-up interviews with early years practitioners on early identification and intervention of young children with difficulties in PSED. As previous research with primary and secondary colleagues has shown, practitioners find low-level disturbance occurring most frequently. Although aggressive behaviour (hurting others, kicking, hitting and biting) is a concern, not attending or listening and immature social skills (lack of sharing and turn-taking, and inability to relate to other children) is a bigger challenge. Practitioners report a range of strategies for formally teaching relevant skills but point to the greater challenge of supporting recent immigrants where different cultural and social norms need to be understood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10