Literaturnachweis - Detailanzeige
Autor/inn/en | Conners-Burrow, Nicola A.; Patrick, Terese; Kyzer, Angela; McKelvey, Lorraine |
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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 |
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 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). |
Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |