The Role of Quality ECE in Facilitating Mental Health and Well-Being in Children

Autor/inn/en	Penney, Sharon C.; Young, Gabrielle D.; Butler, Emily; Maich, Kimberly; Philpott, David
Titel	The Role of Quality ECE in Facilitating Mental Health and Well-Being in Children
Quelle	In: Exceptionality Education International, 29 (2019) 3, S.57-76 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Mental Health; Well Being; Preschool Teachers; Teacher Student Relationship; Environmental Influences; Faculty Development; Social Development; Emotional Development; Educational Quality; Outcomes of Education; Foreign Countries; Trend Analysis; Risk; Barriers; Identification; Preschool Children; Health Promotion; Canada + Suchen Sie Ihr Suchwort? Psychohygiene; Well-being; Wellness; Wohlbefinden; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Environmental influence; Umwelteinfluss; Soziale Entwicklung; Gefühlsbildung; Quality of education; Bildungsqualität; Lernleistung; Schulerfolg; Ausland; Trendanalyse; Risiko; Identifikation; Identifizierung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Kanada
Abstract	This article explores trends and statistics specific to the mental health status of children from both the Canadian and the global contexts to inform a conversation on the environmental conditions and experiences that impact the mental health of young children. The research described here focused on the intersection between mental health and early child education (ECE), along with the educational and professional development experiences of early childhood educators, in an attempt to identify mitigating factors that can ensure social-emotional development in children. The article argues that while ECE can help the social-emotional development of young children, there needs to be a focus on ensuring quality of experience with explicit social-emotional learning outcomes, delivered by highly educated professionals. It concludes with a call to focus on the mental health of young children, early child educators, and the critical importance of healthy relationships in the lives of these children. (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01