A Preliminary Evaluation of Reach: Training Early Childhood Teachers to Support Children's Social and Emotional Development

Autor/inn/en	Conners-Burrow, Nicola A.; Patrick, Terese; Kyzer, Angela; McKelvey, Lorraine
Titel	A Preliminary Evaluation of Reach: Training Early Childhood Teachers to Support Children's Social and Emotional Development
Quelle	In: Early Childhood Education Journal, 45 (2017) 2, S.187-199 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-016-0781-2
Schlagwörter	Program Evaluation; Program Development; Program Implementation; Preschool Teachers; Early Childhood Education; Training; Coaching (Performance); Intervention; Child Development; Social Development; Emotional Development; Toddlers; Preschool Children; Teacher Attitudes; Satisfaction; Classroom Observation Techniques; Teacher Student Relationship; Conflict Resolution; Prosocial Behavior; Antisocial Behavior; Aggression; Program Effectiveness + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Programmplanung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausbildung; Kindesentwicklung; Soziale Entwicklung; Gefühlsbildung; Infant; Infants; Toddler; Kleinkind; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lehrerverhalten; Zufriedenheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Conflict solving; Konfliktlösung; Konfliktregelung
Abstract	This paper describes the development, implementation and preliminary evaluation of the Reaching Educators and Children (REACH) program, a training and coaching intervention designed to increase the capacity of early childhood teachers to support children's social and emotional development. We evaluated REACH with 139 teachers of toddler and preschool classrooms. Teacher attendance and survey results suggest that teachers were highly satisfied with the training and materials. Data from classroom observation scales conducted pre- and post-REACH implementation suggest significant improvements in the sensitivity of teachers' interactions with children in the classroom, and increased teacher use of targeted social and emotional supports (such as teaching children to resolve conflicts). Further, data from observations of children's classroom behavior suggest increases in children's prosocial behaviors and small but significant decreases in verbal aggression. These findings provide preliminary evidence that the REACH program may be effective in building teachers' capacity to support social-emotional development of young children, and point to the need for additional research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01