Early Childhood Teachers' Perspectives on Social-Emotional Competence and Learning in Urban Classrooms

Autor/inn/en	Humphries, Marisha L.; Williams, Brittney V.; May, Tanginia
Titel	Early Childhood Teachers' Perspectives on Social-Emotional Competence and Learning in Urban Classrooms
Quelle	In: Journal of Applied School Psychology, 34 (2018) 2, S.157-179 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2018.1425790
Schlagwörter	Preschool Teachers; Early Childhood Education; Teacher Attitudes; Social Development; Emotional Development; Preschool Children; Urban Schools; Qualitative Research; Elementary School Teachers; Elementary School Students; Primary Education; Kindergarten; Grade 1; Grade 2; Grade 3; Focus Groups; Content Analysis; Statistical Analysis; Barriers; Curriculum; Cultural Relevance; Responsibility + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Soziale Entwicklung; Gefühlsbildung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Inhaltsanalyse; Statistische Analyse; Curricula; Lehrplan; Rahmenplan; Verantwortungsübernahme; Zuständigkeit
Abstract	The promotion of social-emotional competence and implementation of social-emotional learning programs have increased substantially in schools; however, little is known about teachers' perceptions of such programs. This qualitative study explored early childhood (3 to 8 years old) teachers' perceptions of classroom-based social-emotional learning programs for young, urban-dwelling children. A focus of the study included learning what teachers believe were the critical components and challenges of such programs. Five themes emerged from the content analysis: responsibility, curricula/program design, contextual relevance, support, and barriers. The findings from this study are discussed with regard to educational policy implications about social-emotional learning curricula and programs, especially those implemented in urban schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01